The Functions of Mindfulness-based Supervision for those teaching Mindfulness-based Programmes

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