Play therapy instruction: A model based on objectives developed by the Delphi technique.

The purpose of this study was to determine the core skills/methods and practicum experiences play therapy experts and professors believe to be essential in the education of the beginning play therapist in the specific areas of theory, history, terms, organizations, authors who have contributed to the field, methods, skills, training in special populations, practicum experience, and advanced skills. Using the Delphi technique, two questionnaires were used to obtain opinions from play therapy experts and play therapy instructors. The first scale was sent to twelve play therapy experts to obtain their opinions on the core curriculum and experiences necessary for training a play therapist in an introductory play therapy class, practicum experience, and advanced play therapy training. Frequencies and means were obtained and used to delete and add items for the revised scale. The revised scale was sent to 180 play therapy professors. Fifty play therapy professors returned the instrument. The professor's ratings were used to develop curriculum content for training play therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Countertransference play: Informing and enhancing therapist self-awareness through play.

The study of countertransference among therapists working with children and adolescents is a relatively recent phenomenon, but the lack of attention paid to resolving countertransference that arises during the course of play therapy is surprising. The most commonly suggested way to address countertransference in the literature is through the development of therapist self-awareness during verbal discourse in supervision. This article addresses the rationale for, and provides examples of, an active approach for dealing with potentially counter therapeutic reactions. This technique, known as countertransference play, derives from the field of art therapy and provides therapists with a logically derived means of understanding and working through countertransferential responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervision can be playful, too: Play therapy techniques that enhance supervision.

The use of play therapy techniques within supervision can enhance the supervisory process and in turn therapy with the client. Just as children use toys rather than words to express themselves in play therapy, so too can supervisees use play therapy techniques when words fail to express their experience or understanding of their clients. In this article, the authors focus on L. D. Borders and G. Leddick's (1987) 6 categories for supervisor intervention: learning goals, learning style, experience, developmental level, supervisor theoretical orientation, and supervisor goals for supervisee and goals for within supervision. Practical play-based experiential techniques are applied to each category and discussed in detail to facilitate application. Use of these techniques can expand the didactic framework of supervision and thereby enhance the supervisory and therapeutic processes. In addition, some attention is given to the advantages of the registered play therapist- supervisor credential obtained through the Association for Play Therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing play therapists for disaster response: Principles and procedures.

In the wake of numerous recent natural disasters such as the 2004 tsunami and 2005 hurricanes, play therapists have been asked to provide disaster response. However, the role of disaster response interventionists is vastly different from the typical role of play therapists. In order for play therapists to be prepared for disaster response, an explanation of disaster response principles and procedures is needed. This article will help educate play therapists about how to use their play therapy skills and knowledge in a disaster response environment. Specifically, this article will (a) explain basic principles such as following the Incident Command Structure; (b) discuss the play therapist's role in disaster response in light of the phase of disaster; and (c) recommend disaster response procedures. Examples from APT members' response to the tsunami and Hurricane Katrina are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child-Centered Play Therapy with Children who are Homeless: Perspective and Procedures.

Children who are homeless are one of the fastest growing populations. However, the literature on play therapy with children who are homeless is sparse. This article provides play therapists with needed perspective of prevalence, causes, and mental health impact of homelessness. A Child-Centered Play Therapy approach, which emphasizes a safe relationship based on the core conditions, is recommended. Procedures to meet the needs of children who are homeless and to enlarge the meaning of their unique play themes, such as eviction and "I'm rich," are discussed. Play therapists are encouraged to fulfill their social responsibility by providing play therapy for children who are homeless. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The supervisee experience of group supervision: Implications for research and practice.

Group supervision is commonly employed in graduate psychology training but has received insufficient attention in research. Supervisees' own perceptions and experiences in group supervision can provide valuable information in guiding our understanding and exploration of the benefits and uses of this form of training. This paper reviews 11 empirical studies exploring supervisee perceptions of group supervision experiences. Research, to date, appears to be largely in line with conceptual hypotheses regarding the benefits of group supervision experiences, and implications are discussed with regard to current practice. However, this review also points to the need for more in-depth and advanced research efforts in the area that can further explore supervisee experiences and identify means of optimizing this experience as a component of clinical training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Therapists' cognitive complexity: Review of theoretical models and development of an integrated approach for training.

Therapists' cognitive complexity can influence a variety of clinical and educational processes, from how they make decisions to their engagement in classes and supervision. To date, cognitive complexity models have not been adapted or advanced to meet the demands of clinical training. We provide a review and critique of the current cognitive complexity models and examine the measures typically associated with these models. We also introduce a new model, the Therapists' Cognitive Complexity Model, which includes three components of therapists' cognitive complexity: session thoughts, metacognition, and epistemic cognitions. Implications for therapist training and suggestions for future research are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Play and the child with autism spectrum disorder: From possibilities to practice.

In this article, the author (a) examines the nature of play as it pertains to children with autism spectrum disorder and (b) analyzes the theories surrounding play deficit explanations in this population of children. Possibilities for practice are discussed in terms of behavioral and developmental approaches to play. An argument is made in favor of developmental play therapy for children who have autism spectrum disorder. Support for developmental approaches is shaped by a definition of play that embraces a child-directed model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist Interpretations and Client Processes in Three Therapeutic Modalities: Implications for Psychotherapy Integration.

This research investigated therapist interpretations and subsequent client actions in 3 therapeutic modalities--client-centered therapy, gestalt/existential therapies, and rational-emotive behavior therapy-by employing the coding system of the consensual qualitative research method (C. E. Hill, B. J. Thompson, & N. E. Williams, 1997). By allowing conceptual categories to emerge from these qualitatively analyzed data, the authors found that each approach had its own specific pattern of interpretation content as well as style of delivering the interpretations. Client reactions to interpretations were mostly positive. The results suggest that interpretation is a common therapeutic element and that different therapies nonetheless accentuate different aspects of interpretation. Implications for psychotherapy integration are offered, and the findings are discussed with reference to theory and clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Lesson in Assigning Homework: Therapist, Client, and Task Characteristics in Cognitive Therapy for Depression.

The majority of professional psychologists use homework in clinical practice, at least on occasion. Are there ways of assigning and reviewing homework that contribute to better treatment outcomes? If so, are these strategies being incorporated into clinical practice? To help answer these questions, the authors used data from S. D. Hollon et al.'s (1992) Cognitive-Pharmacotherapy Treatment Project. Trained coders rated aspects of discussions between therapists (delivering cognitive therapy) and clients (N = 24) during the assignment and review of homework. The authors found that better treatment outcome was associated with specific therapist behaviors (i.e., setting concrete goals and discussing barriers to completing the homework), characteristics of the homework task (i.e., using written reminders of the homework), and client involvement in the discussion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapists' sexual values for self and clients: Implications for practice and training.

Therapists may be confronted with clients whose sexual values and behaviors are different from their own. To understand more about therapists' sexual values and how these values may affect therapy, the current study assessed therapists' sexual values for both themselves and their clients in the areas of premarital, casual, and extramarital sex, open marriages, sexual orientation, and sex in adolescence and late adulthood. Therapists differed selectively in their sexual values depending on their gender, religious involvement, and political affiliation. Therapists appeared comfortable working with a variety of sexual issues in therapy, and it appears that training in sexual issues is helpful in clinical work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empathic relational bonds and personal agency in psychotherapy: Implications for psychotherapy supervision, practice, and research.

Although psychotherapy researchers have become increasingly interested in identifying common factors that contribute to effective therapeutic practices, across psycho-diagnostic categories and treatment approaches, relatively little attention to date has been focused on the impact of these research findings for psychotherapy supervision and training programs. To address this gap, in this article we describe key components of an integrative psychotherapy supervision and training program that focuses on the development of a strong therapeutic alliance as an empirically supported, common principle of change in psychotherapy. We review empirical research evidence that addresses the contributions of therapist empathic engagement for the development of secure, relational bonds, heightened client agency, and the development of strong therapeutic alliances, and we discuss the implications of these findings for therapy practice and supervision training. We conclude with specific recommendations for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

This article provides a conceptual framework for training in professional psychology focused on the construct of competency. The authors present a 3-dimensional competency model delineating the domains of knowledge, skills, attitudes, and values that serve as the foundation required of all psychologists, the domains of functional competencies that broadly define what psychologists do, and the stages of professional development from doctoral education to lifelong learning through continuing education. The goal in presenting this model is to provide a conceptual frame of reference for those responsible for psychology education, credentialing, and regulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retaking ability tests in a selection setting: Implications for practice effects, training performance, and turnover.

This field study investigated the effect of retaking identical selection tests on subsequent test scores of 4,726 candidates for law enforcement positions. For both cognitive ability and oral communication ability selection tests, candidates produced significant score increases between the 1st and 2nd and the 2nd and 3rd test administrations. Furthermore, the repeat testing relationships with posthire training performance and turnover were examined in a sample of 1,515 candidates eventually selected into the organization. As predicted from persistence and continuance commitment rationales, the number of tests necessary to gain entry into the organization was positively associated with training performance and negatively associated with turnover probability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Blueprint for Training and Practice: A contemporary design for school psychology.

Suggests that School Psychology: A Blueprint for Training and Practice (National School Psychology Inservice Training Network, 1984) and School Psychology: The State of the Art by the 2nd author (1984) are not finished products; detailed designs—the specifications for building contemporary models of practice and training—need to be charted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)