“A regular space that is contracted between supervisor and supervisee, which enables reflection on the supervisee’s mindfulness teaching practice and how this interfaces with their personal mindfulness practice and their life. The process is dedicated to developing and deepening the growth, understanding, integrity, safety and effectiveness of the supervisee’s application of mindfulness, both personally and in their working life.” Cindy Cooper and Jody Mardula 2016
Mindfulness-based supervision is an important part of the training to become a mindfulness teacher and also ongoing good practice. It includes a whole range of themes and experiences of teaching: the skills, responding to the individuals within the group, holding the group process, developing and sustaining a personal mindfulness practice, exploring the links between practice and teaching, understanding the underpinning theories, holding all of this within different contexts and taking care to include and welcome everyone. The main process of supervision is via a relational inquiry process. For more detail, see the paper, ‘A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry’ , that Alison developed in her MSc in MBCT. The framework has undergone further development. Alison researched supervision further through her Doctorate in Clinical Research with her thesis; ‘Supervisors’ and Supervisees’ Perspectives of Mindfulness-Based Supervision: A Grounded Theory Study’.
Evans, A., Griffith, G. M., Crane, R. S., & Sansom, S. A. (2021). Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision Global Advances in Health and Medicine, 10 1-6, https://doi.org/10.1177/2164956121989949
Evans, A. (2019). Supervisors’ and Supervisees’ Perspectives of Mindfulness-Based Supervision: A Grounded Theory Study. https://ore.exeter.ac.uk/repository/handle/10871/37542
Evans, A., Crane, R.C., Cooper, L., Mardula, J., Wilks, J., Surawy., Kenny, M., Kuyken, W. (2014). A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. Mindfulness 6(3), 572-581. http://link.springer.com/article/10.1007/s12671-014-0292-4.