Mindfulness-Based Techniques in Play Therapy Supervision

Abstract

Mindfulness-based techniques in play therapy supervision invites the reader to explore the theory of mindfulness in context within the supervisory relationship. Effective interventions with children involve developing a strong working relationship and knowing about the child’s life and the events that have led to the current state of disequilibrium (Figley, 2002; Newell & MacNeil, 2010). Training is necessary to effectively apply strategies that provide supervisees with an ability to reduce the long-term complications of traumatic stress (Harrison & Westwood, 2009; Newell & MacNeil, 2010). Supervisors who can incorporate mindfulness into play therapy supervision provide an opportunity for supervisees to practice the skill, thus minimizing risk of harm to self or clients (Harrison & Westwood, 2009). This chapter identifies several attributes of the supervisory relationship including presence, attunement, resonance, and trust. The author provides a strategy for facilitating mindfulness-based techniques within play therapy supervision sessions including mindful breathing, body scans, STOP (Stop, Take a breath, Observe, Proceed), RAIN (Recognize, Acknowledge or Allow, Interest or Investigate, Non-identify), and use of imagery through art and sandtray. This chapter presents a case example providing the reader with an in-depth view of one play therapist’s journey and their use of mindfulness within clinical supervision sessions.