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

Alison Evans,Rebecca Crane,Willem Kuyken,Jenny Wilks,Lucinda Cooper,Maura Kenny,Jody Mardula,Christina Surawy

doi:10.1007/s12671-014-0292-4

Alison Evans, Rebecca Crane + Show 6 more

Open Access

https://doi.org/10.1007/s12671-014-0292-4

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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.

Highlights

With the upsurge in interest in mindfulness-based interventions (MBIs) for a range of populations across many different settings, more people are undertaking training to teach mindfulnessbased stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT)
Within the UK, training in MBSR and/or MBCT is available at three university centres, within some National Health Service (NHS) contexts and through several independent training organisations
We propose a framework and description of mindfulness-based supervision (MBS) with the intention to present a conceptual view of what occurs in MBS

Summary

Introduction

With the upsurge in interest in mindfulness-based interventions (MBIs) for a range of populations across many different settings, more people are undertaking training to teach mindfulnessbased stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT). This growth has created a bottleneck because there has been increased demand for MBIs, there are a limited number of MBI teachers and supervisors. The UK Network for Mindfulness-Based Teacher Training Organisations has representation from all the main MBSR, MBCT and Breathworks training organisations within the UK. A recent priority has been to set out guidelines to promote good practice for teachers and trainers of teachers (UK Network of Mindfulness-Based Teacher Training Organisations 2011). Supervision appears in the section “on-going good practice requirements”, under the second element, “engagement in processes which continue to develop

Objectives

Conclusion