Restructuring the Resilience of Supervisees During the Early Stages of Supervision: A Case Study Incorporating Play Therapy for Future Implementation
DOI:
10.5281/zenodo.19572286Published:
2026-03-31Downloads
Abstract
This study explores the role of clinical supervision in restructuring supervises’ resilience during the early stages of play therapy training. Despite extensive research on client outcomes, limited attention has been given to supervises’ psychological and professional development. This study addresses this gap by examining how supervision contributes to supervisees’ behavioural and emotional transformation. A qualitative case study approach was employed, analysing 22 supervision sessions through processed diary transcriptions. Methodological triangulation was applied by integrating qualitative analysis with an artificial intelligence–based instrument, FotoKarakter, to enhance validity and provide additional behavioural insights. The findings reveal a significant transformation in supervises’ personality, shifting from task-oriented to people-oriented characteristics, as illustrated through a U-shaped developmental trajectory. The supervision triangle framework plays a crucial role in facilitating reflective learning, emotional regulation, and professional identity formation. This study contributes to the advancement of play therapy by repositioning supervision as a critical mechanism not only for client outcomes but also for supervisee development. Practically, the findings highlight the importance of structured supervision and the integration of objective measurement tools in strengthening supervises’ resilience and professional competence.
Keywords:
Fotokarakter playtherapy psychotherapeutic supervision-triangle U-shapeReferences
Adu, J., Owusu, M. F., Martin-Yeboah, E., Pino Gavidia, L. A., & Gyamfi, S. (2022). A discussion of some controversies in mixed methods research for emerging researchers. Methodological Innovations, 15(3), 321–330. https://doi.org/10.1177/20597991221123398
Alfonsson, S., Lundgren, T., & Andersson, G. (2020). Clinical supervision in cognitive behavior therapy improves therapists’ competence: a single-case experimental pilot study. Cognitive Behaviour Therapy, 49(5), 425–438. https://doi.org/10.1080/16506073.2020.1737571
Anttila, H., Pyhältö, K., & Tikkanen, L. (2024). Doctoral supervisors’ and supervisees’ perceptions on supervisory support and frequency of supervision–Do they match? Innovations in Education and Teaching International, 61(2), 288–302. https://doi.org/10.1080/14703297.2023.2238673
APA. (2013). Diagnostic and Statistical Mental Disorders: DSM-5. In American Psychiatric Association (5th Ed.).
Arsini, Y., Wirtati, I., & Damanik, E. S. D. (2023). The Effectiveness of Cognitive Restructuring Counselling Containing Wahdatul Ulum Values to Increase Student Perseverance. Enlighten (Jurnal Bimbingan Dan Konseling Islam), 6(2), 64–75. https://doi.org/10.32505/enlighten.v6i2.7225
Bento, G., & Dias, G. (2017). The importance of outdoor play for young children’s healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003
Borders, L. D. A. (2023). Learning from clinical supervision collaborations. Clinical Supervisor, 42(1), 1–2. https://doi.org/10.1080/07325223.2023.2196760
Born, S. L., & Baker, C. E. (2022). Play Therapy Supervision. Routledge. https://doi.org/10.4324/9781003196075
Bradley, W. J., & Becker, K. D. (2021). Clinical supervision of mental health services: a systematic review of supervision characteristics and practices associated with formative and restorative outcomes. Clinical Supervisor, 40(1), 88–111. https://doi.org/10.1080/07325223.2021.1904312
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 1–15. https://doi.org/10.1186/s42466-020-00059-z
Campbell, R., Goodman-Williams, R., Feeney, H., & Fehler-Cabral, G. (2020). Assessing Triangulation Across Methodologies, Methods, and Stakeholder Groups: The Joys, Woes, and Politics of Interpreting Convergent and Divergent Data. American Journal of Evaluation, 41(1), 125–144. https://doi.org/10.1177/1098214018804195
Carlucci, L., & Case, J. (2013). On the Necessity of U-Shaped Learning. Topics in Cognitive Science, 5(1), 56–88. https://doi.org/10.1111/tops.12002
Chauhan, N., Sachdeva, D., Malhotra, S., & Gupta, N. (2024). Play Therapy: An Analytical Mode of Therapy in Children. Journal of Indian Association for Child and Adolescent Mental Health, 20(2), 136–146. https://doi.org/10.1177/09731342241238524
Chen, J., Jiang, H., Justice, L. M., Lin, T. J., & Purtell, K. M. (2022). One size doesn’t fit all: Profiles of isolated children in early childhood. Journal of Applied Developmental Psychology, 80(6), 101397. https://doi.org/10.1016/j.appdev.2022.101397
Claridge, A. M., & J Powell, O. (2023). Children’s experiences of stress and coping during hospitalization: A mixed-methods examination. Journal of Child Health Care, 27(4), 531–546. https://doi.org/10.1177/13674935221078060
Collins, C., Dennehy, D., Conboy, K., & Mikalef, P. (2021). Artificial intelligence in information systems research: A systematic literature review and research agenda. International Journal of Information Management, 60(11), 102383. https://doi.org/10.1016/j.ijinfomgt.2021.102383
Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 1–9. https://doi.org/10.1080/2331186X.2023.2290342
Eastwood, C. (2021). White privilege and art therapy in the UK: are we doing the work? International Journal of Art Therapy, 26(3), 75–83. https://doi.org/10.1080/17454832.2020.1856159
Edgar, D., Moroney, T., & Wilson, V. (2023). Clinical supervision: A mechanism to support person-centred practice? An integrative review of the literature. Journal of Clinical Nursing, 32(9–10), 1935–1951. https://doi.org/10.1111/jocn.16232
Elbeltagi, R., Al-Beltagi, M., Saeed, N. K., & Alhawamdeh, R. (2023). Play therapy in children with autism: Its role, implications, and limitations. World Journal of Clinical Pediatrics, 12(1), 1–22. https://doi.org/10.5409/wjcp.v12.i1.1
Evans, A., Griffith, G. M., & Smithson, J. (2024). What Do Supervisors’ and Supervisees’ Think About Mindfulness-Based Supervision? A Grounded Theory Study. Mindfulness, 15(1), 63–79. https://doi.org/10.1007/s12671-023-02280-8
Fitriani, R. (2018). Perkembangan Fisik Motorik Anak Usia Dini. Jurnal Golden Age, 2(01), 25. https://doi.org/10.29408/goldenage.v2i01.742
Gligorea, I., Cioca, M., Oancea, R., Gorski, A. T., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences, 13(12), 1–12. https://doi.org/10.3390/educsci13121216
Hasanah, I., Nursalam, Lei, C. P., Sari, A. S., Simanjuntak, S. R., Supinganto, A., Zulkahfi, Halid, S., Hadi, I., & Mulianingsih, M. (2025). Factors related to quality of life in children with chronic illness from their own perspectives: A cross-sectional study. Journal of Pediatric Nursing, 80(1), e218–e227. https://doi.org/10.1016/j.pedn.2024.12.016
Hudspeth, E. F. (2015). An introduction to clinical supervision in play therapy: Research, practice, and application. International Journal of Play Therapy, 24(2), 55–58. https://doi.org/10.1037/pla0000011
Hutman, H., Ellis, M. V., Moore, J. A., Roberson, K. L., McNamara, M. L., Peterson, L. P., Taylor, E. J., & Zhou, S. (2023). Supervisees’ Perspectives of Inadequate, Harmful, and Exceptional Clinical Supervision: Are We Listening? Counseling Psychologist, 51(5), 719–755. https://doi.org/10.1177/00110000231172504
Jaenem, J., & Zulkifli, Z. (2022). Supervision of Learning in Online Learning Perspective in the Pandemic Era of Covid 19 BT - Proceedings of the Annual Civic Education Conference (ACEC 2021). 191–195. https://doi.org/10.2991/assehr.k.220108.034
Krikorian, M. (2023). Carl Rogers: A Person-Centered Approach. In The Palgrave Handbook of Educational Thinkers (pp. 1–13). Springer International Publishing. https://doi.org/10.1007/978-3-030-81037-5_106-1
Ku, S. H., Chua, J. S., & Shorey, S. (2025). Effect of storytelling on anxiety and fear in children during hospitalization: A systematic review and meta-analysis. Journal of Pediatric Nursing, 80(5), 41–48. https://doi.org/10.1016/j.pedn.2024.11.006
Li, S., & Wang, Y. (2024). A study on the positive and negative effects of different supervisor monitoring in remote workplaces. Frontiers in Psychology, 15(4), 1–13. https://doi.org/10.3389/fpsyg.2024.1383207
Lis-Ron, V., Gavron, T., & Bat OR, M. (2024). Experienced art therapists’ perceptions of the EDPP supervision model and its impact on their professional work and identity. Clinical Supervisor , 00(00), 1–25. https://doi.org/10.1080/07325223.2024.2427002
Miller, P. H. (2022). Developmental theories: Past, present, and future. Developmental Review, 66(10), 101049. https://doi.org/10.1016/j.dr.2022.101049
Millington, P. M., Snaith, B., Edwards, L., & Carus, C. A. (2024). Factors that influence the quality of the clinical supervision experience in a first contact physiotherapy (FCP) role - The perspectives of supervisors and supervisees – A qualitative analysis. Musculoskeletal Science and Practice, 70(10), 102921. https://doi.org/10.1016/j.msksp.2024.102921
Newland, R. P., & Crnic, K. A. (2017). Developmental Risk and Goodness of Fit in the Mother-Child Relationship: Links to Parenting Stress and Children’s Behaviour Problems. Infant and Child Development, 26(2), e1980. https://doi.org/10.1002/icd.1980
Nida, S., Tyas, A. S. A., Putri, N. E., Larasanti, A., Widoyopi, A. A., Sumayyah, R., Listiana, S., & Espressivo, A. (2024). A systematic review of the types, workload, and supervision mechanism of community health workers: lessons learned for Indonesia. BMC Primary Care, 25(1), 1–14. https://doi.org/10.1186/s12875-024-02319-2
Nijhof, S. L., Vinkers, C. H., van Geelen, S. M., Duijff, S. N., Achterberg, E. J. M., van der Net, J., Veltkamp, R. C., Grootenhuis, M. A., van de Putte, E. M., Hillegers, M. H. J., van der Brug, A. W., Wierenga, C. J., Benders, M. J. N. L., Engels, R. C. M. E., van der Ent, C. K., Vanderschuren, L. J. M. J., & Lesscher, H. M. B. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience and Biobehavioral Reviews, 95(7), 421–429. https://doi.org/10.1016/j.neubiorev.2018.09.024
Nilsson, N., Hadiprodjo, N., & Parson, J. (2024). The role of the play therapist in supporting children and families following a natural disaster: A scoping review. Australian Journal of Rural Health, 32(5), 877–889. https://doi.org/10.1111/ajr.13186
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development1. Applied Developmental Science, 24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650
Pliske, M. M. (2022). Mindfulness-Based Techniques in Play Therapy Supervision. In Play Therapy Supervision (pp. 212–223). https://doi.org/10.4324/9781003196075-18
Ramdaniati, S., Lismidiati, W., Haryanti, F., & Sitaresmi, M. N. (2023). The effectiveness of play therapy in children with leukemia: A systematic review. Journal of Pediatric Nursing, 73(December 2021), 7–21. https://doi.org/10.1016/j.pedn.2023.08.003
Ray, D. C., Burgin, E., Gutierrez, D., Ceballos, P., & Lindo, N. (2022). Child-centered play therapy and adverse childhood experiences: A randomized controlled trial. Journal of Counseling and Development, 100(2), 134–145. https://doi.org/10.1002/jcad.12412
Rønnestad, M. H., Orlinsky, D. E., & Willutzki, U. (2024). Exploring influences of supervision on psychotherapists’ professional development: correlates across career-level cohorts. Counselling Psychology Quarterly, 00(00), 1–23. https://doi.org/10.1080/09515070.2024.2378879
Rothwell, C., Kehoe, A., Farook, S. F., & Illing, J. (2021). Enablers and barriers to effective clinical supervision in the workplace: A rapid evidence review. BMJ Open, 11(9), 1–10. https://doi.org/10.1136/bmjopen-2021-052929
Sinambela, E. A., Mardikaningsih, R., Arifin, S., & Ayu, H. D. (2020). Development of Self Competence and Supervision to Achieve Professionalism. Journal of Islamic Economics Perspectives, 1(2), 33–42. https://doi.org/10.35719/jiep.v1i2.13
Snowdon, D. A., Sargent, M., Williams, C. M., Maloney, S., Caspers, K., & Taylor, N. F. (2019). Effective clinical supervision of allied health professionals: A mixed methods study. BMC Health Services Research, 20(1), 1–11. https://doi.org/10.1186/s12913-019-4873-8
Wong, P. Y. J., Wong, K. L., Ghoh, C., & Chiu, M. Y. L. (2023). Supervision of supervisory practice: From idea to practice. International Social Work, 66(6), 1918–1931. https://doi.org/10.1177/00208728211073648
Zhou, Y., Zhou, Y., & Machtmes, K. (2024). Mixed methods integration strategies used in education: A systematic review. Methodological Innovations, 17(1), 41–49. https://doi.org/10.1177/20597991231217937
Zubala, A., & Hackett, S. (2020). Online art therapy practice and client safety: a UK-wide survey in times of COVID-19. International Journal of Art Therapy, 25(4), 161–171. https://doi.org/10.1080/17454832.2020.1845221
License
Copyright (c) 2026 Alice Erni Husein, Mariska Putri Pratiwi, Zakarias Situmorang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Downloads
How to Cite
