Building with purpose: Using LEGO SERIOUS PLAY in play therapy supervision.

Abstract

LEGO SERIOUS PLAY is an innovative facilitated methodology, using brick building and metaphoric storytelling that has been successfully utilized in business, training, educational, family, and mentor contexts. This article explores a modifica- tion of the established LEGO SERIOUS PLAY (LSP) process as an expressive tool for use in individual and group supervision, with a targeted focus on play therapist professional identity. The article provides an overview of the LSP methodology and process, adaptations, case examples, implications for practice, and suggests areas for future research within the play therapy of practice. Slowing down, reflecting, and receiving lie at the nexus of clinical play therapy supervision. A core aim of supervision is to create an experience that encourages the development of clinical competencies, professional values, the- ory integration, and professional identity (Bernard & Goodyear, 2004). Profes- sional identity development is defined as the successful integration of personal attributes and professional training in the context of a professional community (Gibson, Dollarhide, & Moss, 2010, pp. 23-24) and is central to counseling professionals' ethical practice (Corey, Corey, & Callanan, 2010; Granello & Young, 2012). Therefore, it is in reflective play therapy supervision that devel- opment of a distinctive identity as a play therapist becomes integrated into clinical practice. The Association for Play Therapy (2014) confers the Registered Play Therapist (RPT) and Registered Play Therapist-Supervisor (RPT-S) credentials upon li- censed mental health professionals to help consumers easily identify those who have specialized experience and training in play therapy. The RPT credentialing process encourages specific supervision with a registered play therapist-supervisor (RPT-S), for clinicians seeking or maintaining the RPT credential. Recent research by Hughes-Bise (2012) posited effective supervision by a RPT-S played a vital role in furthering the professional identity of clinicians specializing in play therapy. Several authors in the play therapy supervision literature espouse the use of playful supervision techniques (Drewes & Mullen, 2008; Guiffrida, Jordan, Saiz, & Barnes, 2007; Robert & Kelly, 2010). Drewes and Mullen (2008) gathered a cross-section of experts in child and play therapy to share both knowledge and