Abstract
This article reports the findings of a survey that investigated social justice attitudes among play therapists (N 448) and its relation to multicultural supervision and multicultural education. Descriptive statistics and a Pearson correlations test were used to analyze results. Results indicated that social justice attitude was positively correlated to the number of continuing education credits, the percentage of time both receiving and providing supervision with a multicultural focus, the quality of supervision provided, and the years as a play therapist. The importance of working from a social justice paradigm and its direct impact on the work of play therapists is discussed. In addition, implications of the results, including findings from descriptive statistics, are explained.
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