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

Evans, A. and Crane, R.S. and Cooper, L. and Mardula, J. and Wilks, j. and Surawy, C. and Kenny, M. and Kuyken, W. (2014) A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. Mindfulness, 6. pp. 572-581. DOI: 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.

Item Type: Article
Subjects: Research Publications
Departments: College of Health and Behavioural Sciences > School of Psychology
Date Deposited: 09 Dec 2014 16:33
Last Modified: 23 Sep 2015 02:59
ISSN: 1868-8527
URI: http://e.bangor.ac.uk/id/eprint/431
Identification Number: DOI: 10.1007/s12671-014-0292-4
Publisher: Springer Verlag
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