. 2014 Mar 23;6(3):572–581. doi: 10.1007/s12671-014-0292-4

Table 1.

Examples of intentions of supervision for MBSR/MBCT teachers presented under the three functions of supervision defined by Kadushin (1976), Proctor (1988) and Hawkins and Shohet (2006) (shown in this order in the first column)

Key functions	Examples of key intentions within each function as identified from interviews
Educational Formative Developmental 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
Supportive Restorative Resourcing Acknowledges the emotional and personal side of the work	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
Managerial Normative Qualitative The 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

Key functions

Examples of key intentions within each function as identified from interviews

Educational

Formative

Developmental

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

Supportive

Restorative

Resourcing

Acknowledges the emotional and personal side of the work

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

Managerial

Normative

Qualitative

The 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