IJSP Number 3, 2021

31 supervisor. This supervisory approach is easily within reach for those willing to engage experientially to enhance and solidify learning since it requires no special equipment and rather relies on the use of self. In addition to the aforementioned advantages, Bearman et. al showed that active learning techniques including role play led to greater fidelity to evidence-based treatments [6]. Markos et.al. [4], using a sand tray set up in supervision with a small number of trainees, tentatively concluded that it is a viable way to conduct clinical supervision. However, they rejected play therapy generally as an appropriate tool in supervision. The current author disagrees with the latter conclusion and believes there are other forms of playing as adults that are particularly powerful in the training of clinicians beyond the use of the sand tray. In addition, those forms, specifically the use of storytelling and role play, increase the range and qualitatively shift the effectiveness of tools available to the clinical supervisor. Theycan also enhance the working relationship between supervisor and supervisee by increasing closeness through shared vulnerability. An example of the power of story to enhance the clinical supervisory experience was introduced by Somer et. al. [7]. They showed that metaphoric stories are useful in fostering self-reflection in clinical trainees and that themes arose that are relevant to the development of the clinician. For example, the resentment some felt about being a trainee (with significantly less power) was revealed and discussed, as well as the pain of the transformation to become a competent professional. The current author [10] presented evidence that by using mythic stories and role play interns are quickly confronted with important issues such as countertransference. Another way to describe what is taking place is that traineesare more likely to reveal their biases and idiosyncratic predispositions while playing. When faced with experiential supervision their inner thoughts and feelings are revealed. This enables the supervisor to compare those predispositions to their own storehouse of experience and also to the ethical and practice demands of the profession. These developments are advancing the potential of experiential approaches to psychotherapy supervision. However, because these approaches tend to quickly reveal unconscious or defended material they can be perceived asmore threatening. For example, it can be experienced as especially dangerous when the revelations of role play expose negative or hateful feelings, given that clinical supervision is such a closely scrutinized activity that requires bi-directional evaluation during each training year. For this reason, it is important for the supervisor to demonstrate acceptance of the developmental level and reactions of the trainee while providing an opportunity for growth. If both parties understand the promise of these approaches -- to facilitate increased sharing, processing of core issues, and decreasing defensiveness, to name a few --it will be seen as worth the effort.