A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry
Alison Evans1, Rebecca Crane2, Lucinda Cooper2
1Exeter Mindfulness Network, School of Psychology, University of Exeter, Exeter, EX4 4QG UK.
Mindfulness
|May 23, 2015
Summary
This paper introduces a framework for mindfulness-based supervision (MBS) to ensure the quality of mindfulness-based interventions (MBIs). It addresses the need for specialized training and supervision for MBI teachers to maintain program integrity and effectiveness.
Area of Science:
- Psychology
- Mindfulness Studies
- Clinical Supervision
Background:
- Mindfulness-based interventions (MBIs) have seen significant growth.
- Effective dissemination of MBIs requires rigorous training and supervision of teachers.
- Existing supervision models lack specific application to MBI teacher supervision.
Purpose of the Study:
- To articulate a novel framework for mindfulness-based supervision (MBS).
- To address the gap in literature regarding MBI teacher supervision.
- To provide a foundation for competent MBS to support MBI expansion.
Main Methods:
- Development of a framework informed by experienced MBI supervisors.
- Integration of existing literature on MBIs and clinical supervision.
- Authors' practical experience in MBI training and supervision.
Main Results:
- A framework for mindfulness-based supervision (MBS) is presented.
- The framework details the essence, form, content, and process of MBS.
- Distinctive features of MBS are identified and explicated.
Conclusions:
- The proposed MBS framework offers a structured approach to supervising MBI teachers.
- This framework aims to enhance the quality and consistency of MBIs.
- Further dialogue and development of MBS are encouraged to support the growing field of MBIs.
Keywords:
FrameworkGood practice guidanceMindfulness-based cognitive therapyMindfulness-based interventionsMindfulness-based stress reductionSupervisionTrainingMore Related Videos
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