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01-06-2015 | ORIGINAL PAPER | Uitgave 3/2015 Open Access

Mindfulness 3/2015

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

Tijdschrift:
Mindfulness > Uitgave 3/2015
Auteurs:
Alison Evans, Rebecca Crane, Lucinda Cooper, Jody Mardula, Jenny Wilks, Christina Surawy, Maura Kenny, Willem Kuyken

Abstract

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.

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