ABSTRACT
The goal of a child-centered play therapy supervisor is to provide an environment that facilitates the growth of a play therapist leading to higher levels of personal congruence necessary for the elevated experience and communication of unconditional positive regard and empathy for children. Just as a play therapist needs specific experiences and education, a play therapist supervisor should possess certain qualifications prior to moving into the role of supervisor. In addition to the qualifications listed for play therapists, a supervisor needs further attention to attitudinal qualities, education, and experience. From a person-centered perspective, supervision involves a collaborative effort between supervisor and supervisee who attempt to develop an equal relationship within the external power constraints that supervision entails. The process of supervision is recognized as a developmental process that involves a conscious matching of supervisor with supervisee based on a supervisee’s level of experience, worldview, and perception of counseling.
