Mindfulness-based supervision is a component a mindfulness-based teacher training pathway and ongoing practice in line with both the Good Practice Guidelines for Teaching Mindfulness-based Courses and associated FAQ.
The functions of supervision include:
1. Focus on learning and development
- To stimulate curiosity and understanding of clients, the group, the self (teacher) – keeping alive a sense of inquiry to the whole process
- To develop and enhance skills in core competencies
- To deepen knowledge and understanding of concepts and theory, and link with teaching
- To feedback on strengths and learning edges, which can then be incorporated into teaching
- To promote reflective practice for learning to take place allowing for choice points/different options
2. Acknowledgment and support for the emotional and personal side teaching Mindfulness-based Programmes
- To establish a good working relationship which is safe, supportive and nourishing – a place to unpack the impact of the work, overcome obstacles to learning, be creative and receive guidance in times of need
- To support being human, compassionate
- To support the development and deepening of ongoing personal mindfulness practice and its interface with teaching and everyday life
- To be in the present moment
3. Attending to managerial and ethical issues
- Assessment and evaluation
- To promote an ethical and safe practice to maintain standards and duty of care
- To be true to what is being taught – adhering to core curriculums and enabling mindfulness to be beneficial to people
- To engender a sense of responsibility for the supervisee and the people they are teaching
- To do no harm
- To challenge misunderstandings or poor practice