Supervision Issues in Play Therapy

Eliana Gil, Ph.D., RPT-S

Program Goals

This course will explore the unique aspects of the supervisor/supervisee relationship when play therapy is being used as a primary approach by the supervisee.  In particular, attention will be placed to establishing a supervisory relationship that has clear and attainable goals.  The supervisor will be clear on the supervisee’s theoretical orientation and practice population and ensure that s/he is knowledgeable to conduct supervision.  In addition, the supervisee’s strengths and weaknesses will be discussed and target areas for supervision will be determined.  The workshop presenter will discuss typical supervision issues including ethics, dual relationships, and how to raise areas of concern and obtain corrective measures.  Finally, the play therapy supervisor guides a supervision process that often includes play therapy approaches to achieve reflection and self-evaluation.  Several ways of utilizing play therapy techniques to address counter-transference and self-care will be discussed.

  • Provide opportunities for experiential learning
  • Review the theoretical models for supervision and differentiate between supervision and consultation
  • Help supervisors understand how supervision of play therapy is unique and includes play therapy principles in supervision


The specific objectives of this course are for participants to gain and demonstrate the following content areas:

    1. Define at least two theoretical models of supervision
    2. List two ways to incorporate play and expressive therapy into supervision of a general play therapy practice
    3. List two typical areas for discussion in play therapy supervision (eg, ethics and dual relationships)
    4. Name two play therapy techniques that can be utilized to address counter transference in supervision of play therapists
    5. Name two relational/developmental issues in the play therapy supervision relationship
    6. List three variables that must be addressed in the supervision contract with a play therapy supervisee
    7. Provide one way to document or chronicle a play therapy session

Program Schedule:

The daily schedule consists of experiential work, group processing, and didactic presentations.  Participants are welcome to: 1) bring specific consultation questions regarding play therapy supervision; 2) present a portion of a videotaped session with a supervisee specifying the question of concern; or 3) raise general questions about the practice of supervision of play therapists.

Schedule of Training Day

Location: Starbright Training Institute: Fairfax, Virginia
8:30- 8:45 Introductions and “wish list,” discussion of expectations
8:45 - 9:45 Demonstration of a supervisor setting up a supervision contract with a play therapy supervisee
9:45 -10:00 Break
10:00 - 12:00 Models of supervision and typical supervision issues
12:00 - 1:00 Break
1:00 - 2:30 Participant issues or consultations re play therapy supervision
2:30 – 2:45 Break
2:45 – 4:00 Ethics and situations of concern in play therapy supervision. Experiential exercises to demonstrate specific ways to use play and expressive therapies in supervision

Course Format

This course is designed to facilitate group discussion and processing by having a limited size (Maximum 25 participants).  There will be ample opportunities to discuss specific needs and concerns.  This course meets the six-hour requirement for renewing/obtaining play therapy certification.

The schedule may be altered slightly if needed.  However, written or lecture information will be presented in all content areas.  Each participant will receive a power point presentation, and other resource information.

Clinical case discussions will adhere to HIPPA regulations regarding client confidentiality.

Starbright Training Institute for Child and Family Play Therapy is an approved provider for the Association for Play Therapy.  This course provides 6 continuing education hours and the STI provider number with APT is # 96-029.  STI maintains responsibility for the program. With enough interest, STI may apply for CEs for licensure requirements and will participate with Commonwealth Educational Seminars.  Be sure to inquire if CEs in other areas than play therapy will be available for this specific workshop.

Additional CE units, not specific to play therapy, will be provided through the Commonwealth Educational Seminars (  There is an additional $ 30 fee for social work, counseling, MFT, and psychology CEs and checks are made out to Starbright Training Institute (or cash paid at training, no credit cards).

For information about continuing education credit, fees, and deadlines for cancellations/refunds, please see It is the participant's responsibility to check with their individual state boards to verify CE requirements for their state.

Myriam Goldin, LCSW, RPT-S is Director of Starbright Training Institute.  Phone:  703-980-2886.  Email:

Grievance Policy

Commonwealth Educational Seminars (CES) seeks to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please submit a written grievance to: Myriam Goldin,, 703-980-2886. Grievances would receive, to the best of our ability, corrective action in order to prevent further problems.

Accommodations for the Differently Abled

Starbright Training Institute’s training facilities are handicap accessible. Individuals needing special accommodations please contact the Director of Starbright Training Institute. See contact information above.

Course Instructor Contact Information

Name: Dr. Eliana Gil

Bio & Website:

Phone: 202.257.2783


Drewes, A. (Ed.), (2011).  Supervision can be playful:  Techniques for child and

Play therapy supervisors.  NY: Jason Aronson

Heller, S. S. & Gilkerson, L. (2009).  A practical guide to reflective supervision.

Washington, DC:  Zero to Three.

Lahad, M. (2000).  Creative supervision:  The use of expressive arts methods in

supervision and self-supervision.  NY:  Jessica Kingsley.