Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2021 ◽  
pp. 238-255
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2019 ◽  
pp. 170-193
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

scholarly journals Social Justice Pre-Practicum: Enhancing Social Justice Identity Through Experiential Learning

2019 ◽  
Vol 11 (2) ◽  
pp. 35-53
Author(s):  
Samuel Sanabria ◽  
Leigh DeLorenzi
Keyword(s):  
Social Justice ◽  
Experiential Learning ◽  
Counselor Education ◽  
Social Inequalities ◽  
Real Life ◽  
Counseling Students ◽  
Education Programs ◽  
Social Justice Advocacy ◽  
Personal Connection ◽  
Focus Group Methodology

The counseling profession calls counselors to engage in social justice advocacy and charges counselor education programs to prepare students for this work. While most counseling programs promote social justice knowledge through a single course and infusion model, there remains a standard practice in providing students with experiential opportunities in advocacy to improve their learning. A qualitative study used a focus group methodology to examine the effectiveness of a social justice pre-practicum in the development of a social justice identity with counseling students. The study examines whether participation in a social justice pre-practicum reinforces a personal connection to and a broader understanding of social inequalities and advocacy work, as well as encourages more engagement in systemic advocacy in current employment. The purpose of this article is to encourage counselor education programs to equip students with real-life experiential opportunities in advocacy work by adopting a similar social justice pre-practicum course in their curriculum.

Considerations for Setting Up Play Therapy Training Clinics

2019 ◽  
pp. 1-48
Author(s):  
Nicola Shea Hughes-Brand ◽  
Julie A. Clifton ◽  
Columbus Edward Brand
Keyword(s):  
Best Practices ◽  
Play Therapy ◽  
Classroom Setting ◽  
Cultural Considerations ◽  
Training Clinic ◽  
Therapy Training ◽  
Therapy Services ◽  
Toy Selection ◽  
Therapeutic Space ◽  
Training Clinics

When setting up a play therapy training clinic, there are many considerations to explore regarding designing a therapeutic space, selecting toys and other materials, exploring the rationale for the toy selection and examining the cultural considerations in play therapy settings. This chapter will review the different types of play therapy clinics and the specific toys recommended based on the fourteen primary play therapy theoretical orientations. General considerations will be reviewed when utilizing art media and other materials, books and bibliotherapy, puppets and puppet theaters, sandtrays and miniatures, and psychotherapeutic games. Recommendations will be made for establishing community and university-based play therapy training sites offering clinical and mock play therapy services. Suggestions will be made regarding the importance of establishing play therapy laboratories in the classroom setting when providing graduate play therapy instruction. Additional recommendations will be made for the 2019 Play Therapy Best Practices published by the Association for Play Therapy.

Exploring Social Justice Advocacy in Dietetic Education: A Content Analysis

2019 ◽  
Vol 80 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Kathryn Fraser ◽  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Content Analysis ◽  
Social Issues ◽  
Training Programs ◽  
Ways Of Knowing ◽  
Leadership Roles ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
English Speaking ◽  
Required Courses

Purpose: To explore the extent to which knowledge- and skill-based learning regarding social justice and/or social justice advocacy is included in the course descriptions of required courses of accredited, English-speaking dietitian training programs in Canada. Methods: This study is a mixed-methods content analysis of required course descriptions sampled from university academic calendars for accredited, English-speaking dietitian training programs across Canada. Results: Quantitative analysis showed that required course descriptions (n = 403) included few instances of social justice-related terminology (n = 63). Two themes emerged from the qualitative analysis: competing conceptualizations of social issues and dietitians’ roles; prioritization of science-based knowledge and ways of knowing. Conclusions: Accredited, English-speaking dietitian training programs in Canada appear to include little knowledge- or skill-based learning regarding social justice issues and advocacy. Supporting future dietitians to pursue leadership roles in redressing social injustices and socially just dietetic practice may require more explicit education and training about social justice issues and advocacy skills.

Live Play Therapy Supervision

2019 ◽  
pp. 224-246
Author(s):  
Raul Machuca
Keyword(s):  
Clinical Supervision ◽  
Play Therapy ◽  
Future Research ◽  
Supervisory Relationship ◽  
Complementary Method ◽  
Advantages And Disadvantages ◽  
Working Definition ◽  
Supervision Practices ◽  
Training Clinics ◽  
Definition Of

In this chapter, the author introduces live play therapy supervision as a complementary method to the traditional ways in which play therapy supervision is done, particularly in the context of play therapy training clinics. As conceived here, live play therapy supervision represents a valuable addition to the clinical supervision practices employed in the training of future play therapy practitioners. Specifically, this chapter proposes a working definition of live play therapy supervision, presents the advantages and disadvantages of using this model, explores some methods as well as techniques of live play therapy supervision, and describes the process of live play therapy supervision. Finally, the profile and role of the live play therapy supervisor is defined, the supervisory relationship is described, as well as the implications and future research possibilities in this area.

The Clinic as the Classroom

2019 ◽  
pp. 109-130
Author(s):  
Dee C. Ray ◽  
Hannah Robinson
Keyword(s):  
Play Therapy ◽  
Educational Program ◽  
Clinical Training ◽  
Developmental Level ◽  
Training Clinic ◽  
Therapy Training ◽  
Play Therapists ◽  
Training Clinics ◽  
Practicum Experiences ◽  
Play Therapist

Play therapy training clinics are vital to the success of the field of play therapy, as they serve as the foundation for play therapists' education and clinical training. Furthermore, play therapy training differs depending on the developmental level of the play therapist. In this chapter, the authors present a clinical educational program for graduate level students designed to prepare play therapists through practicum experiences based in a play therapy training clinic. The authors address the structure of beginning and advanced play therapy trainings as well as practicum and internship courses, and provide detailed information regarding supervisors, potential course assignments, scheduling, play therapy skills, play therapy rooms, and supervision.

The Integration and Approaches of Cognitive Behavioral Play Therapy Supervision

2021 ◽  
pp. 188-209
Author(s):  
Krystal Michelle Vaughn ◽  
Kellie Giorgio Camelford
Keyword(s):  
Best Practices ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Theoretical Orientation ◽  
Cognitive Behavioral ◽  
Counseling Profession ◽  
Diverse Field ◽  
Play Therapists ◽  
Play Therapist

The counseling profession is a diverse field in which clinicians in many settings identify themselves in many ways. Facilitating the growth of play therapists, especially according to one's theoretical orientation, is still relatively new with limited research in the area of supervision; therefore, play therapist supervisors need to consider how to blend theory, play therapy, and supervision so that they can assist their supervisees in discovering impactful ways of providing services. In this chapter, the authors provided information related to best practices in clinical supervision and cognitive behavioral play therapy (CBPT) as a way to integrate and provide recommendations to supervisors who want to promote CBPT, as well as practice supervision through the same theoretical lens. The cognitive behavioral play therapy skills checklist (CBPTSC) was described and promoted as a tool a supervisor may utilize when working with play therapist supervisees.

An Integrative Approach to Play Therapy Supervision Using Sandtray Therapy

2021 ◽  
pp. 106-119
Author(s):  
Elisa A. Niles
Keyword(s):  
Clinical Supervision ◽  
Play Therapy ◽  
Developmental Stages ◽  
Ethical Issues ◽  
Multicultural Competency ◽  
Integrative Approach ◽  
Supervisory Relationship ◽  
Ethical Practice ◽  
Play Therapists ◽  
Play Therapist

Supervisors are gatekeepers to the counseling profession and the same applies to safeguarding play therapy. Clinical supervision in play therapy helps play therapists master their skills when working with children, adolescents, or adults. Integrative sandtray supervision facilitates emerging play therapist developmental levels. The Integrative Developmental Model of supervision and sandtray concepts offer a different way of conducting play therapy supervision. Supervisees learn to master each stage of development. Sandtray supervision allows play therapist supervisors a new medium for emerging play therapists to process cases, discuss ethical issues, and explore professional and personal challenges. Each sandtray can mark the four developmental stages and three content areas. Supervisors monitor the development of emerging play therapists to ensure fidelity, ethical practice, and multicultural competency. Cultural sensitivity should also be applied within the supervisory relationship and reflected in the miniatures. This chapter seeks to broaden the scope of practice for play therapy supervisors.

Considerations for Setting Up Play Therapy Training Clinics

2021 ◽  
pp. 312-348
Author(s):  
Nicola Shea Hughes-Brand ◽  
Julie A. Clifton ◽  
Columbus Edward Brand
Keyword(s):  
Best Practices ◽  
Play Therapy ◽  
Classroom Setting ◽  
Cultural Considerations ◽  
Training Clinic ◽  
Therapy Training ◽  
Therapy Services ◽  
Toy Selection ◽  
Therapeutic Space ◽  
Training Clinics

When setting up a play therapy training clinic, there are many considerations to explore regarding designing a therapeutic space, selecting toys and other materials, exploring the rationale for the toy selection and examining the cultural considerations in play therapy settings. This chapter will review the different types of play therapy clinics and the specific toys recommended based on the fourteen primary play therapy theoretical orientations. General considerations will be reviewed when utilizing art media and other materials, books and bibliotherapy, puppets and puppet theaters, sandtrays and miniatures, and psychotherapeutic games. Recommendations will be made for establishing community and university-based play therapy training sites offering clinical and mock play therapy services. Suggestions will be made regarding the importance of establishing play therapy laboratories in the classroom setting when providing graduate play therapy instruction. Additional recommendations will be made for the 2019 Play Therapy Best Practices published by the Association for Play Therapy.

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