Part 2: A Qualitative Examination of Play Therapy and Technology Training and Ethics

Technology use is rapidly expanding among children and adolescents (Harwood et al., 2011), yet it is unclear whether current trends in play therapy are adapting to address these trends. Further, little research has addressed the current training that play therapists receive in the use of technology. Ethically, therapists must obtain initial training and maintain competence in a particular treatment area to ensure effective application of a clinical intervention. The purpose of the present study was to evaluate clinicians' training and understanding of the ethics of technology in the playroom. Participants included 13 registered play therapists (RPTs) and registered play therapist supervisors (RPT-Ss). For the present study, the researchers conducted semistructured interviews and used qualitative content analysis research methodology to complete data analysis. Results suggest a general lack of familiarity with standards and ethics and adequate training in this area, though most participants expressed prospective comfort with technological interventions if they received adequate training opportunities. Findings from the study yield implications for training opportunities and clinical interventions.