ABSTRACT
Effective supervision is subjectively based on the commitment towards growth and competency. In 2020, the Association for Play Therapy (n.d.) revised its supervision standards reflecting a more structured expectation of supervision. One critical aspect in the delivery of supervision is the development and maintenance of the relationship (Bernard & Goodyear, 2019). Key figures in the play therapy movement substantiate this view. Schaefer and Drewes (2014) emphasized that play therapists become familiar with the therapeutic powers of play (e.g., self-expression, direct teaching, etc.) as a foundational component in comprehending how play works prior to treatment implementation. This chapter proposes that if the supervisor models the therapeutic powers of play, the supervisee may gain further insight into themselves and the process of play therapy. This chapter will discuss characteristics of a high-quality supervisory relationship and how those qualities can intersect with the therapeutic powers of play. Lastly, the chapter will include resources supervisors and supervisees can review and strategies to facilitate a holistic supervisory relationship that will ultimately benefit the play therapy client.
