A Phenomenological and Qualitative Pilot Study Addressing the Necessary Competencies for Becoming a Competent Sandtray Therapy Practitioner

Abstract

This phenomenological and qualitative pilot study aimed to understand mental health practitioners' perspectives on the competencies that sandtray therapy providers should include in their training programs for individuals to become competent sandtray therapy practitioners. While this creative and sensory-based approach was developed for young children, mental health practitioners have found it a valuable therapeutic tool for non-verbally communicating their innermost thoughts and feelings across the lifespan. Even though sandtray therapy has been used by mental health practitioners for over thirty years as an alternative to traditional talk therapy, it is not widely recognized as an evidence-based psychotherapeutic approach by the mental health profession. Through semi-structured interviews and a focus group discussion, the study’s four participants articulated how the International Association of Sandtray Therapy (IAST) training program imparted specialized knowledge and skills essential for mental health practitioners in developing vital competencies to become competent sandtray therapy practitioners. While the World Association of Sand Therapy Professionals (WASTP) has proposed that sandtray therapy training programs adopt a universal set of competencies, the study’s four participants debated whether this is necessary. Analysis of the study’s data revealed three themes: professional integration of sandtray therapy, integrating somatic experiences and neurological processes, and establishing criteria for becoming a competent sandtray therapy practitioner. This pilot study examined how these three themes relate to the competencies these participants perceived as critical for becoming competent sandtray therapy practitioners.