Mindfulness is the underpinning philosophy of this training in supervision. It is not necessary to be a practicing meditator in order to attend the course. Each course module is grounded in awareness practice and the learning is predominantly experiential. Trainees are supported in developing a supervisory alliance with supervisees based on a relational approach.
Trainees are expected to start a supervision practice as soon as possible, and to bring live work to the course as part of the learning wherever possible. Assessment of the trainee’s development is viewed from a learning perspective and comprises self-assessment as well as peer and tutor assessment.
Award of the certificate in mindfulness-based supervision requires the completion of all 3 modules, written requirements, an assessment day and completion of the required practice hours.
Module 1 – The Essentials
This module starts from the learner’s perspective, exploring individual learning styles, stages of learning and development and an introduction to the different developmental phases of becoming a supervisor. Mindful states, rather than techniques, are introduced and trainees are encouraged to develop a mindfulness practice between modules. The main underpinning theories of Hawkins and Shohet, and Proctor and Inskipp are presented and distinctions are drawn between the tasks and processes of therapeutic supervision.
Module 2 – Applying the Theories
This module builds on the learning from module 1. Application of the different theories is deepened through experiential work and live supervision. Transference, countertransference and parallel process is introduced through the 7-eyed model.
Module 3 – Working in Supervision Groups
This module builds on the learning from Modules 1 and 2 and expands the trainee supervisor’s experience of supervising groups and being supervised in a group. The dynamics of group formation and stages of development are examined as they pertain to working in organisations, agencies and in private practice.
It is anticipated that trainees will (if they have not already) begin to develop a supervisory practice.
Trainee supervisors are encouraged to develop a mindful sitting practice between modules.
Trainees are expected to undertake the recommended reading and to reflect on their learning.
Hawkins P. and Shohet R. (2000) Supervision in the Helping Professions. Buckingham. OUP
Carroll M. and Gilbert M. (2005) On Being A Supervisee: Creating Learning Partnerships. Vukani
Proctor B. (2008) Group Supervision: A Guide to Creative Practice. Sage