ABSTRACT
This chapter provides an overview of the functions of supervision, along with modalities for feedback and formats for delivering play therapy supervision. Much of the literature and research regarding play therapy supervision stems from the clinical supervision approach for those in the helping profession. As more professionals in the helping profession register as play therapists, the need for play therapy supervision is increasing. To register as a play therapist, supervisees must complete direct play therapy experiences while receiving play therapy supervision. Supervision that is specific to play therapy is required to preserve the integrity of the profession (Thomas, 2015). Supervisor observations assess supervisee competencies, qualifications, professionalism, and other issues pertaining to the play therapy practice (Association for Play Therapy, 2021). The most-recognized function of play therapy supervision is to enable supervisees to become competent play therapists (Association for Play Therapy, 2021).
