Supervision in Sandplay Therapy »

Harriet S. Friedman, Jungian analyst, is a founding member of Sandplay Therapists of America, and former board member of the International Society of Sandplay Therapists. She co-authored (with Rie) Sandplay: Past, Present and Future (Routledge, 1994).

Rie Rogers Mitchell is professor of educational psychology and counseling at California State University, Northridge. She is a certified sandplay therapist and teacher, vice president of the International Society of Sandplay Therapy, and co-president of Sandplay Therapists of America.

Supervision of Sandplay Therapy, the first book on this subject, is an internationally-based volume that describes the state of the art in supervision of sandplay therapy. Recognizing that practitioners are eager to incorporate sandplay therapy into their practice, Harriet Friedman and Rie Rogers Mitchell respond to the need for new information, and successfully translate the theories of sandplay therapy into supervision practice.

The book provides a meaningful connection and balance between theoretical principles, practical application, and ongoing therapeutic encounter involved in sandplay. Divided into six sections, contributors cover:

• original supervision models
• contemporary supervision models
• special challenges in supervision
• international sandplay supervision
• supervision of special groups
• connections with other arts therapies.

Supervision of Sandplay Therapy expands the vision of what is possible in supervision and will be vital reading for those studying supervision and sandplay therapy, as well as for those wanting to provide a depth-oriented approach during supervision.

Bradway, Foreword. Friedman, Mitchell, Preface. Part I: Creating Original Supervision Models. Cunningham, Bradway, Group Sandplay Supervision: Synergy at Play. Hegeman, Memories of Kay Bradway’s Supervision Group. Friedman, Becoming a Group Sandplay Supervisor: My Personal Odyssey. Part II: Designing Contemporary Supervision Models. Dunn-Fierstein, The Complex Responsibilities of the Sandplay Supervisor. Griffith, A Collaborative Model of Clinical Supervision in Sandplay Therapy. Jackson, Mapping the Cycle of Sandplay Process. Part III: Meeting Special Challenges in Supervision. Hegeman, Ethical Dilemmas in Sandplay Supervision. Amatruda, Reflections on Sandplay Supervision: As Above, So Below. As Inside, So Outside. Gimenez, Ramos, Transference and Countertransference in the Supervision Process. Chiaia, The Field of Relationships in Supervision. Part IV: Moving into the Cross-cultural World. Ammann, Supervision in an International, Multilingual, and Multicultural Therapy World. Taki, Reece, Sandplay Supervision in a Community Mental Health Centre. Lan, Supervision of Sandplay Therapy in Preschool Education in China. Part V: Supervising Special Groups. Rogers, Mitchell, Mentoring Supervisor: A Process Model. Winter, Group Training in a Crisis: An Urgent Response to 9/11. Shen, Lan, Questions and Exploration: Supervising Graduate Students of Analytical Psychology in China. Zappacosta, In the Presence of the Child: Developing Therapeutic Language. Part VI: Making Connections with Other Expressive Therapies. Morena, Midwifes of Consciousness: Supervising Sandplay and Expressive Art Therapists. Steinhardt, Supervision in Sandplay: The Art Therapist as Sandplay Supervisor.