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

A framework for supervising teachers of mindfulness-based interventions (MBIs) is presented, developed from the experience of eight supervisors, existing literature, and the authors' own training and supervision work. The framework maps the distinctive features of mindfulness-based supervision (MBS) using concentric circles that represent its essence, form, content, and process. The aim is to support the expansion of MBIs without compromising their integrity and efficacy by increasing the availability of competent supervision.

Study at a glance

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.