ABSTRACT
When I ®rst began supervising sandplay trainees in the early 1990s, I found that most arrived at this stage of training with a fairly good grasp of the meaning of individual sand trays. As a rule, they brought to the supervisory process a cogent understanding of symbolism and perceptive insight regarding the meaning and placement of ®gures in relationship to one another. Aside from the occasional ampli®cation of certain ®gures unfamiliar to the trainee, my role as a supervisor regarding the understanding of individual sand trays tended to be more af®rmative than instructive.
