ORIGINAL PAPER A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry

# The Author(s) 2014. This article is published with open access at Springerlink.com Abstract Over recent decades, there has been an exponential growth in mindfulness-based interventions (MBIs). To dis-seminate MBIs with fidelity, care needs to be taken with the training and supervision of MBI teachers. A wealth of litera-ture exists describing the process and practice of supervision in a range of clinical approaches, but, as of yet, little consid-eration has been given to how this can best be applied to the supervision of MBI teachers. This paper articulates a frame-work for supervision of MBI teachers. It was informed by the following: the experience of eight experienced mindfulness-based supervisors, the literature and understandings from MBIs, and by the authors ’ experience of training and super-vision. It sets out the nature and distinctive features of mindfulness-based supervision (MBS), representing this com-plex, multilayered process through a series of circles that denote its essence, form, content and process. This paper aims to be a basis for further dialogue on MBS, providing a foun-dation to increase the availability of competent supervision so that MBIs can expand without compromising integrity and efficacy