How might existing supervision models and theory integrate to underpin the use of Sandtray in Counselling Supervision and what are the potential benefits of its use?

Abstract

This dissertation explored the theory and process of sandtray and sandplay therapy, along with established methods of using sand in supervision. It looked at the history and contemporary context of sandtray and sandplay, and, at the outset, established a professional need for development of appropriate, ethical and accountable sandtray supervision to support therapists already working with this powerful medium. It also examined a wide variety of supervision models across modalities, as well as models which may be beneficial in underpinning this approach. The 7 Eyed Model (Hawkins and Shohet, 2012) was used as a framework to provide structure and focus to this dissertation and thus attending to the many levels operating at any one time in supervision.

This was a non-empirical theory based project which explored a variety of academic literature across related modalities. Initially the Jungian Analytical Approach to sandplay was used as a critical voice within the narrative, however aspects of this theory were found to broadly integrate into an overall sandtray approach to supervision. Areas of difference were highlighted as well as similarity, culminating in an overall synthesis of a sandtray approach. A 3 Phase approach to sandtray supervision was posited along with an awareness for a concept named as the Supervisory Transferential Triad (STT). The benefits of using sandtray in supervision were also discussed along with implications for further Research.

Date of Award	2015
Original language	English