A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry

Research output: Contribution to journalArticlepeer-review

Standard Standard

A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. / Evans, Alison; Crane, R.S.; Cooper, Lucinda et al.
In: Mindfulness, Vol. 6, No. 3, 01.03.2014, p. 572-581.

Research output: Contribution to journalArticlepeer-review

HarvardHarvard

Evans, A, Crane, RS, Cooper, L, Mardula, J, Wilks, J, Surawy, C, Kenny, M & Kuyken, W 2014, 'A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry', Mindfulness, vol. 6, no. 3, pp. 572-581. https://doi.org/10.1007/s12671-014-0292-4

APA

Evans, A., Crane, R. S., Cooper, L., Mardula, J., Wilks, J., Surawy, C., Kenny, M., & Kuyken, W. (2014). A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. Mindfulness, 6(3), 572-581. https://doi.org/10.1007/s12671-014-0292-4

CBE

Evans A, Crane RS, Cooper L, Mardula J, Wilks J, Surawy C, Kenny M, Kuyken W. 2014. A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. Mindfulness. 6(3):572-581. https://doi.org/10.1007/s12671-014-0292-4

MLA

VancouverVancouver

Evans A, Crane RS, Cooper L, Mardula J, Wilks J, Surawy C et al. A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. Mindfulness. 2014 Mar 1;6(3):572-581. doi: 10.1007/s12671-014-0292-4

Author

Evans, Alison ; Crane, R.S. ; Cooper, Lucinda et al. / A Framework for Supervision for Mindfulness-Based Teachers : a Space for Embodied Mutual Inquiry. In: Mindfulness. 2014 ; Vol. 6, No. 3. pp. 572-581.

RIS

TY - JOUR

T1 - A Framework for Supervision for Mindfulness-Based Teachers

T2 - a Space for Embodied Mutual Inquiry

AU - Evans, Alison

AU - Crane, R.S.

AU - Cooper, Lucinda

AU - Mardula, Jody

AU - Wilks, Jenny

AU - Surawy, C.

AU - Kenny, M.

AU - Kuyken, W.

PY - 2014/3/1

Y1 - 2014/3/1

N2 - 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.

AB - 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.

U2 - 10.1007/s12671-014-0292-4

DO - 10.1007/s12671-014-0292-4

M3 - Article

VL - 6

SP - 572

EP - 581

JO - Mindfulness

JF - Mindfulness

SN - 1868-8527

IS - 3

ER -