Clinical Supervision
“We teach best what we most need to learn”- Richard Bach
As a person-centered therapist by training, I believe fully in the possibility and power of each and every person to grow. As your supervisor I will walk along with you on your journey of professional development offering respect and unconditional positive regard.
Clinical Supervision
As a Florida Qualified Supervisor, Kimberly Tucker, LMHC can provide clinical supervision services to RMHCI pursuing licensure in the state of Florida. As a supervisor I will meet you where you are in the process toward obtaining your license. If you have just recently graduated with your Masters degree and are uncertain about theory and evidenced based practices, we will start there. If you are further along in your development and are more interested in seeking supervision for case consultation, we will start there. I will offer guidance and support to help you gain the confidence and skill necessary to be an effective clinician.
According to Egan, “Helpers are successful to the degree to which their clients- through client-helper interactions- are better positioned to manage specific problem situations and develop specific unused resources and missed opportunities more effectively”. And while counselors can help clients achieve outcomes, the counselor does not control the outcomes directly. I fully believe, and it will be the cornerstone of our work together as supervisor and supervisee, that the RELATIONSHIP is the agent of change. It is the process that happens within the context of the therapist/client relationship that manifests the healing for the client. Research shows that it is in fact the quality of the therapeutic relationship that is the best predictor of success across all theoretical orientations.
Thus respect will be the foundation of your work with clients and respect will the foundation of our work together as supervisor/supervisee. You are always able to feel free and open to talk with me about the value you are receiving from your supervision services. In our supervision, you will be seen and heard. You will always be supported and encouraged. I look forward to hearing from you.
Become a Registered Play Therapist
As an RPT-S, Kimberly is qualified to lead you on the path to becoming a registered play therapist by providing required supervision. “Enter into children’s play and you will find the place where their minds hearts and souls meet” - Virginia Axline
If you want to know what a child is thinking, play with him! A child communicates through his play. Understanding how to interpret and support the child’s play in a therapeutic setting is essential for all professionals wanting to work with children.
Supervision can be playful. There is healing power in play for children, and I think there is powerful learning value in play for grown ups as well. I can think of no better way to model and practice play based interventions than in supervision with professionals seeking RPT.
Below is the guidance from The Association for Play Therapy on what is required to obtain the RPT credential:
The mission of the Association for Play Therapy (APT), a national professional society in the United States, is to promote the value of play, play therapy, and credentialed play therapists. To satisfy this mission, APT will advance the psycho-social development and mental health of all people through play and play therapy by promoting and supporting those programs, services, and related activities that promote the understanding and valuing of play and play therapy; effective practice of play therapy through training, research, and support; recognition, incorporation, and preservation of diversity in play therapy; and development and maintenance of a strong professional organization to accomplish these objectives. We confer the Registered Play Therapist (RPT), Registered Play Therapist-Supervisor (RPT-S), and School Based-Registered Play Therapist (SB-RPT), credentials upon those licensed clinical mental health professionals to help consumers identify those with specialized training and experience in play therapy. Program Intent The intent of the APT Credentialing Program is to develop national standards for the competent practice of play therapy and confer the Registered Play Therapist (RPT), Registered Play Therapist–Supervisor (RPTS), and School Based-Registered Play Therapist (SB-RPT) to those mental health professionals who meet these national standards. This is accomplished by integrating play therapy instruction, clinical experience, and supervision.
The APT Credential is achieved by completing a sequential 3-phase approach that builds upon a completed graduate degree, and requires depth and breadth of training, experience, and supervision to increase play therapy competencies. The updated credentialing standards, established in 2019, focus on promoting professional accountability and require ongoing professional growth and development that ultimately improve mental health services to the most vulnerable populations, especially children.
Sequential Three-Phase Approach
APT has developed a three-phase approach for the appropriate documentation of play therapy instruction, clinical experience, and supervision that provides the optimal training experience (intentionality and integration) for developing well-rounded play therapy clinicians. The three-phase approach is in line with the educational/developmental model of how psychotherapists develop in knowledge, skills, and personal capacities. In order to obtain competency in the practice of play therapy, direct instruction must be followed by periods of application to clinical cases accompanied by supervision.
Successful completion of the credentialing requirements demonstrates the following:
• Instructional, clinical experience, and supervision hours must be accrued in a time period of no less than two (2) years and no more than seven (7) years.
• Each phase requires the completion and documentation of a minimum number of hours in play therapy instruction, clinical experience, and supervision prior to progressing to the next phase.
• All three phases must be completed before submitting application This process is designed to aid in obtaining comprehensive knowledge of the theories and clinical skills
