Supervision Issues in Play Therapy
Quinn Smelser, Ph.D., NCC, LPC, RPT
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.
|08:30 – 08:45||Introductions and “wish list,” discussion of expectations|
|08:45 – 09:45||Demonstration of a supervisor setting up a supervision contract with a play therapy supervisee|
|09:45 - 10:00||BREAK|
|10:00 - 12:00||Models of supervision and typical supervision issues|
|12:00 - 01:00||LUNCH|
|01:00 - 02:30||Participant issues or consultations re play therapy supervision|
|02:45 - 04:00||Ethics and situations of concern in play therapy supervision. Experiential exercises to demonstrate specific ways to use play and expressive therapies in supervision|
The specific objectives of this course are for participants to gain and demonstrate the following content areas:
- Define at least two theoretical models of supervision
- List two ways to incorporate play and expressive therapy into supervision of a general play therapy practice
- List two typical areas for discussion in play therapy supervision (eg, ethics and dual relationships)
- Name two play therapy techniques that can be utilized to address countertransference in supervision of play therapists
- Name two relational/developmental issues in the play therapy supervision relationship
- List three variables that must be addressed in the supervision contract with a play therapy supervisee
- Provide one way to document or chronicle a play therapy session
General Course Information
This course is limited to 20 participants and is designed to facilitate experiential work, group discussion, and review the present literature and practice regarding technology and play therapy. Participants will have ample opportunity to discuss their specific needs and clinical questions. Participant feedback and participation will be sought out throughout the day.
Clinical case discussions will adhere to HIPPA regulations regarding client confidentiality.
Target audience is licensed Mental Health Professionals, Social Workers, Psychologists eligible for RPT-S status.
The program is: Intermediate Level
This event is sponsored by Starbright Training Institute. Starbright Training Institute is approved by the Association for Play Therapy to offer continuing education specific to play therapy (APT Provider No. 96-029).
Continuing Education Credit is pending through Commonwealth Educational Seminars for the following professions:
It is the participant's responsibility to check with their individual state boards to verify CE requirements for their state.
Commonwealth Educational Seminars is approved by the American Psychological Association to sponsor continuing education for psychologists. Commonwealth Educational Seminars maintains responsibility for these programs and their content.
Licensed Professional Counselors/Licensed Mental Health Counselors:
Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Professional Counselors/Licensed Mental Health Counselors. Please visit CES CE CREDIT to see all states that are covered for LPCs/LMHCs. CES maintains responsibility for this program and its content.
Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Social Workers. Please visit CES CE CREDIT to see all states that are covered for Social Workers. CES maintains responsibility for this program and its content.
If applicable: Social Workers – New York State
Commonwealth Educational Seminars is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers. #SW-0444.
Licensed Marriage & Family Therapists:
Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Marriage & Family Therapists. Please visit CES CE CREDIT to see all states that are covered for LMFTs. CES maintains responsibility for this program and its content.
For information about continuing education credit, fees, and deadlines for cancellations/refunds, please see https://starbrighttraininginstitute.com/. 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.
Web Page: starbrighttraininginstitute.com
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, LCSW; RPT-S, Director of Starbright Training Institute. Phone: 703-980-2886. Email: firstname.lastname@example.org Web Page: starbrighttraininginstitute.com
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: Quinn Smelser
Bio: Quinn K. Smelser, PhD, NCC, LPC, RPT graduated with her doctorate in counseling from The George Washington University and licensed counselor in Texas and Virginia working on transferring licensure to Maryland. She has specialized play therapy and trauma training and is also a Registered Play Therapist and National Certified Counselor.
She earned a Bachelor’s Degree in Psychology from the University of Texas at Austin where she graduated Phi Beta Kappa. She then earned her Master’s Degree in Counseling from Texas State University. Clinically, Quinn’s primary background consists of work with military families in a residential treatment center for children and adolescents who experienced trauma. She also worked as a counselor for at-risk youth in rural Texas and in hospice care where she counseled youth and families who were experiencing traumatic grief and loss as well as clients in care of hospice. She has had the honor of being supervised by Dr. Eliana Gil, Dr. Linda Homeyer, Dr. Mary Morrison-Bennett, and Dr. Elizabeth Kjellstrand-Hartwig.
Quinn is a Clinical Instructor at Loyola University Maryland where she teaches school counseling students and will begin offering play therapy courses. She has published book chapters and articles on play therapy, family therapy, ethical practice, animal-assisted counseling, and spirituality. Quinn presents at conferences nationally on issues relating to ethical practice, child-centered play therapy, trauma informed care for children, LGBT and gender identity, grief and loss, and spirituality.
She lives in Maryland and is a member of the American Counseling Association, the Association for Play Therapy, Chi Sigma Iota, and a volunteer with the Human Rights Campaign and The Trevor Project.