Common use of Statement of Supervision Theory Clause in Contracts

Statement of Supervision Theory. A. It is expected that supervision will occur in a theoretical play therapy framework. B. The role of play therapy-oriented supervisor is similar to that of therapist. The supervisor focuses on helping the supervise expand their capacities for authenticity, staying in the here and now, awareness, exploring, and presence as a whole play therapist. The supervisor invites experiments to explore how the supervises creative adjustments are blocking presence in the here and now. C. Play therapy supervision will facilitate the development of the following supervisee competencies essential to the competent practice of play therapy, irrespective of theoretical orientation: a. Knowledge & Understanding of Play Therapy 1. Demonstrate knowledge of the history of play therapy. 2. Demonstrate understanding of the Therapeutic Powers of Play. 3. Demonstrate knowledge of the therapeutic relationship in play therapy. 4. Demonstrate knowledge of seminal/historically significant play therapy theories and models. 5. Apply theories and stages of childhood development in play therapy. 6. Identify and apply ethical practice in play therapy 7. Demonstrate an understanding of the play therapy treatment process (e.g., treatment goals and plans, documentation, intake/termination, and tracking of treatment progress). 8. Demonstrate knowledge of family & systemic theories in play therapy. 9. Demonstrate knowledge of childhood-related problems and mental health diagnosis/disorders. 10. Demonstrate an understanding of the diverse impacts of childhood trauma (e.g., neurobiological, systemic, social) and the implications in play therapy. 11. Demonstrate knowledge of assessment in play therapy. b. Clinical Play Therapy Skills 1. Apply and articulate the therapeutic powers of play. 2. Demonstrate relationship and rapport building skills (e.g. empathy, safety, unconditional positive regard) by utilizing ‘self ’ in relationships with children, caregivers, stakeholders in play therapy. 3. Apply assessments that highlight various aspects of the child and/or system and the play therapy process (e.g. conceptualization, diagnosis, family dynamics, treatment suitability and effectiveness, termination). 4. Articulate and explain the play therapy process. 5. Demonstrate basic play therapy skills (e.g., tracking, reflection of feeling, limit setting, pacing with the client). 6. Identify play dynamics (e.g., types of play, themes, stages) and incorporate clinical considerations in treatment. 7. Develop play therapy treatment goals and plans congruent with theoretical orientation. 8. Demonstrate understanding of own cultural identity and social identity and its influence in the play therapy process. 9. Exhibit multicultural orientation to diversity, equity and inclusion through a culturally and socially diverse playroom and play therapy process. 10. Demonstrate play therapy treatment skills congruent with theoretical orientation (e.g., conceptualization, intervention).

Statement of Supervision Theory. A. It is expected that supervision will occur in a theoretical gestalt play therapy framework. B. The role of the gestalt play therapy-oriented supervisor is similar to that of the GPT therapist. The supervisor focuses on helping the supervise expand their capacities for authenticity, staying in the here and now, awareness, exploring, and presence as a whole play therapist. The supervisor invites experiments to explore how the supervises creative adjustments are blocking presence in the here and now. C. Play therapy supervision will facilitate the development of the following supervisee competencies essential to the competent practice of play therapy, irrespective of theoretical orientation: a. Knowledge & Understanding of Play Therapy 1. Demonstrate knowledge of the history of play therapy. 2. Demonstrate understanding of the Therapeutic Powers of Play. 3. Demonstrate knowledge of the therapeutic relationship in play therapy. 4. Demonstrate knowledge of seminal/historically significant play therapy theories and models. 5. Apply theories and stages of childhood development in play therapy. 6. Identify and apply ethical practice in play therapy. 7. Demonstrate an understanding of the play therapy treatment process (e.g., treatment goals and plans, documentation, intake/termination, and tracking of treatment progress). 8. Demonstrate knowledge of family & systemic theories in play therapy. . 9. Demonstrate knowledge of childhood-related problems and mental health diagnosis/disorders. 10. Demonstrate an understanding of the diverse impacts of childhood trauma (e.g., neurobiological, systemic, social) and the implications in play therapy. 11. Demonstrate knowledge of assessment in play therapy. b. Clinical Play Therapy Skills 1. Apply and articulate the therapeutic powers of play. 2. Demonstrate relationship and rapport building skills (e.g. empathy, safety, unconditional positive regard) by utilizing ‘self ’ in relationships with children, caregivers, stakeholders in play therapy. 3. Apply assessments that highlight various aspects of the child and/or system and the play therapy process (e.g. conceptualization, diagnosis, family dynamics, treatment suitability and effectiveness, termination). 4. Articulate and explain the play therapy process. 5. Demonstrate basic play therapy skills (e.g., tracking, reflection of feeling, limit setting, pacing with the client). 6. Identify play dynamics (e.g., types of play, themes, stages) and incorporate clinical considerations in treatment. 7. Develop play therapy treatment goals and plans congruent with theoretical orientation. 8. Demonstrate understanding of own cultural identity and social identity and its influence in the play therapy process. 9. Exhibit multicultural orientation to diversity, equity and inclusion through a culturally and socially diverse playroom and play therapy process. 10. Demonstrate play therapy treatment skills congruent with theoretical orientation (e.g., conceptualization, intervention).

Statement of Supervision Theory. A. It is expected that supervision will occur in a theoretical play therapy framework. B. The role of play therapy-oriented supervisor is similar to that of therapist. The supervisor focuses on helping the supervise expand their capacities for authenticity, staying in the here and now, awareness, exploring, and presence as a whole play therapist. The supervisor invites experiments experiment to explore how the supervises supervisees creative adjustments are blocking presence in the here and now. C. Play therapy supervision will facilitate the development of the following supervisee competencies essential to the competent practice of play therapy, irrespective of theoretical orientation: a. Knowledge & Understanding of Play Therapy 1. Demonstrate knowledge of the history of play therapy. 2. Demonstrate understanding of the Therapeutic Powers of Play. 3. Demonstrate knowledge of the therapeutic relationship in play therapy. 4. Demonstrate knowledge of seminal/historically significant play therapy theories and models. 5. Apply theories and stages of childhood development in play therapy. 6. Identify and apply ethical practice in play therapy 7. Demonstrate an understanding of the play therapy treatment process (e.g., treatment goals and plans, documentation, intake/termination, and tracking of treatment progress). 8. Demonstrate knowledge of family & systemic theories in play therapy. 9. Demonstrate knowledge of childhood-related problems and mental health diagnosis/disorders. 10. Demonstrate an understanding of the diverse impacts of childhood trauma (e.g., neurobiological, systemic, social) and the implications in play therapy. 11. Demonstrate knowledge of assessment in play therapy. b. Clinical Play Therapy Skills 1. Apply and articulate the therapeutic powers of play. 2. Demonstrate relationship and rapport building skills (e.g. empathy, safety, unconditional positive regard) by utilizing ‘self ’ in relationships with children, caregivers, stakeholders in play therapy. 3. Apply assessments that highlight various aspects of the child and/or system and the play therapy process (e.g. conceptualization, diagnosis, family dynamics, treatment suitability and effectiveness, termination). 4. Articulate and explain the play therapy process. 5. Demonstrate basic play therapy skills (e.g., tracking, reflection of feeling, limit setting, pacing with the client). 6. Identify play dynamics (e.g., types of play, themes, stages) and incorporate clinical considerations in treatment. 7. Develop play therapy treatment goals and plans congruent with theoretical orientation. 8. Demonstrate understanding of own cultural identity and social identity and its influence in the play therapy process. 9. Exhibit multicultural orientation to diversity, equity and inclusion through a culturally and socially diverse playroom and play therapy process. 10. Demonstrate play therapy treatment skills congruent with theoretical orientation (e.g., conceptualization, intervention).