ABSTRACT
This chapter explores the practice of clinical supervision for play therapists. It considers different theoretical frameworks for supervision, various creative approaches that supervisors could use within supervision sessions and finally key responsibilities that supervisors hold. The chapter suggests that while the play therapy supervisor does have responsibilities for ensuring good practice and safeguarding the child’s welfare. It focuses on various theoretical stances alongside bringing a playful and creative element to supervision which enriches both the supervisee’s and supervisor’s practice. Student supervision requirements are one clinical supervision hour for every two hours of clinical practice. The use of a Theraplay informed approach in providing clinical supervision fits well with C. D. Stoltenberg and B. W. McNeill’s model, the supervisor continuing to be the safe base for the supervisee, whatever their level of competency. The child’s welfare should always be paramount within play therapy and within the supervision process.
