Clinical Supervision Services

Areas:

Reflect on Client Work

• discusses cases you're working on with clients—particularly any challenges, successes, or dilemmas.
• learn to navigate difficult cases, complex emotional reactions, or moments when you feel unsure of your approach.
• Discuss feedback and skills

• explore theoretical frameworks  to guide your clinical choices.

Professional Development & Skill Building

• Supervision is a space to hone specific therapeutic skills, like building rapport, managing boundaries, or improving diagnostic skills.
• Discuss new techniques or evidence-based practices you can try  in your sessions.

Ethical Considerations and Self-Care

• Ethical dilemmas that might arise during client work are often explored in supervision to help you navigate tough decisions, ensuring you follow ethical guidelines.
• Supervision is also a place to discuss self-care and prevent burnout.

Feedback and Personal Reflection

• The supervisor provides constructive feedback on the supervisee’s strengths and areas for growth.
• Supervisees can reflect on how their own beliefs, emotions, and experiences might impact their clinical work, gaining personal insights to help with their professional growth.

Accountability and Support

• The supervisee is held accountable for their development, especially in areas like case management, documentation, and ethical decision-making.
• As your supervisor, I offer emotional and professional support, especially when the work is difficult or emotionally taxing!

Core Objectives

• Clinical skill development in play therapy theories and techniques
• Ethical practice, especially around boundaries, confidentiality with minors, and mandated reporting
• Understanding child development and symbolic play expression
• Self-awareness of the therapist’s own responses, countertransference, and inner child
• Integration of theory and practice (e.g., Child-Centered, Adlerian, CBT-based play therapy)

Key Components

• Review of play themes and symbolic content
• Use of recorded sessions and play session notes
• Discussion of therapist’s feelings in response to child clients
• Exploration of transference and countertransference through the lens of play
• Hands-on or expressive supervision (e.g., sandtray, drawing, role-play in supervision)

Creative Techniques in Supervision

• Supervisee sandtray to explore clinical or personal themes

• Role-play difficult sessions or interactions

• Metaphor and storytelling to describe supervision dynamics

• Art-based reflection on countertransference or developmental themes

 Core Goals

1. Enhance supervisory competence (e.g., using appropriate models, techniques, and feedback)
2. Develop ethical and reflective practice in the supervision process
3. Support professional identity as a supervisor
4. Explore transference, countertransference, and parallel process in supervision
5. Ensure quality of care for supervisees’ clients

Key Focus Areas

Examples of Sup-of-Sup Topics

• “How do I manage a supervisee who is resistant to feedback?”
• “I’m unsure how to evaluate this trainee fairly.”
• “I notice my supervisee avoids cultural conversations—what’s happening here?”
• “I’m triggered by my supervisee’s client. How do I manage this professionally?”

My Role in Sup-of-Sup

• Provide structured feedback on the supervision process
• Help the supervisor reflect on their interpersonal impact
• Offer case consultation that includes client–supervisee–supervisor layers
• Encourage development of a supervisory identity and philosophy
• Model use of self and reflective supervision