ABSTRACT
During play therapy training, for those under supervision and those doing supervision, the use of technology can present unique challenges as well as opportunities. However, when guidelines for telemental health and distance supervision are incorporated into routine supervision, potential ethical dilemmas, practice issues, and supervision conundrums can be mitigated. Most states have rules and regulations that guide the use of technology in supervision (Barton et al., 2016), and multiple associations describe necessary considerations when using technology in supervision (AAMFT, 2015; APA, 2013; APT, 2020; NASW/ASWB/CSWE/CSWA, 2017; NBCC, 2016, etc.). As such, play therapist should rely on these best practices guidelines, seek credibility platforms, and adhere to HIPAA, HITECH, and FERPA laws (Hudspeth & Davis, 2015, 2016).
Though there is no research related to the use of technology in play therapy supervision, there is a handful of conceptual pieces about the use of technology in play therapy supervision (Davis & Hudspeth, 2014; Hudspeth & Davis, 2015, 2016). Considering this, play therapists can extrapolate findings from research about the use of technology in the practice and supervision of other forms of psychotherapy (Bernhard & Camins, 2020; Reese et al., 2009; Rousmaniere et al., 2014; Tarlow et al., 2020; Woo et al., 2020).
