| Focused supervision plays an important role in furthering the professional identity development of clinicians specializing in play therapy. Effective supervision helps to define role clarity, theory integration and professional competencies. This study attempts to address the gap found within the literature that fails to adequately address which relational characteristics influence the development of professional identity for participants who are earning or have earned the credential as a registered play therapist. Defining role identity, integrating theory and developing professional competencies leads to adhering to best practice standards in client care and increases awareness of the effectiveness of play therapy. Play therapy is a distinct specialty that serves children. Typically, clinical practices of play therapists that align with developmental theories and therapeutic techniques often include non-verbal treatment of children through therapeutic play. This study seeks to discover specific relational characteristics that are identified within play therapy supervision that influences the development of professional identity. Using a semi-structured interview process (N = 9) participants volunteered for the qualitative study. Participants consisted of seven licensed professional counselors and two licensed clinical social workers self-identified as ranging from 31-59 years of age, who were either receiving ongoing supervision or had received supervision with a registered play therapy-supervisor. Each participant is a practicing mental health professional under supervision in a mountain state and are self-identified as licensed professional counselors or licensed clinical social workers earning the credential of registered play therapist or have earned the registered play therapy credential. Play therapy supervision that aligns with play therapy theory was found to be most effective for participants in the study. Additionally, the findings suggest that specific characteristics found with supervision supported trust, acceptance, offered experience, emotional support, wisdom, critical analysis, questioning, a here-and-now attitude, a sense of belief in the supervisee, guidance, fluid supervisory relationship, flexible, focused on development, nonjudgmental, personable, objective, and demonstrated healthy professional boundaries. The study's findings offer suggestions that may increase awareness on the importance of play therapy supervision, improve supervisory training, the supervision of clinicians earning the registered play therapy credential, while guiding the professional identity development for registered play therapists. |
