Supervisors’ and Supervisees’ Perspectives of Mindfulness-Based Supervision: A Grounded Theory Study

Abstract

Aim: The overall aim of the research is to evaluate mindfulness-based supervision (MBS) for Mindfulness-Based Cognitive Therapy (MBCT), and Mindfulness-Based Stress Reduction (MBSR) teachers from the perspective of supervisors and supervisees. Method: The study takes a constructivist grounded theory approach. Thirteen supervisors and supervisees were recruited. Two phases of semi-structured interviews took place, the first with 12 and the second with a selected six participants. A conceptual framework of how MBS makes a difference to the teaching of MBIs was developed and refined throughout the analysis process. Key Findings: Learning within MBS is a highly experiential way of developing skills in the What and the How and the Why. MBS uses a relational inquiry process characterised by specific ways of speaking, listening and pausing, supporting an implicational way of knowing, an embodiment of mindfulness, deliberate cultivation of a not knowing stance, utilising an approach mode towards vulnerability. Collaboration is emphasised, and acknowledgement of Role and Personal power is more absent. MBS is part of the development and holding of professional and ethical practice. Changes within MBS are identified; to take care that difference is allowed, to encourage critical voices, and for issues of bias, diversity and inclusivity to be addressed. Implications: Recommendations are made about how these findings can be brought into theoretical understandings of MBS, future research and the training and practice of MBS