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Dangosydd eitem ddigidol (DOI)

  • Alison Evans
    University of Exeter
  • R.S. Crane
  • Lucinda Cooper
  • Jody Mardula
  • Jenny Wilks
    University of Exeter
  • C. Surawy
    University of Oxford
  • M. Kenny
    University of Adelaide
  • W. Kuyken
Over recent decades, there has been an exponential growth in mindfulness-based interventions (MBIs). To disseminate MBIs with fidelity, care needs to be taken with the training and supervision of MBI teachers. A wealth of literature exists describing the process and practice of supervision in a range of clinical approaches, but, as of yet, little consideration has been given to how this can best be applied to the supervision of MBI teachers. This paper articulates a framework for supervision of MBI teachers. It was informed by the following: the experience of eight experienced mindfulness-based supervisors, the literature and understandings from MBIs, and by the authors’ experience of training and supervision. It sets out the nature and distinctive features of mindfulness-based supervision (MBS), representing this complex, multilayered process through a series of circles that denote its essence, form, content and process. This paper aims to be a basis for further dialogue on MBS, providing a foundation to increase the availability of competent supervision so that MBIs can expand without compromising integrity and efficacy.
Iaith wreiddiolSaesneg
Tudalennau (o-i)572-581
CyfnodolynMindfulness
Cyfrol6
Rhif y cyfnodolyn3
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - 1 Maw 2014

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