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 -