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Dr Julia Bowman
Leadership Unit, Health Education & Training Institute
*
By the end of the presentation
participants will:
* Understand how mindfulness is
related to clinical supervision?
* Understand how they can
apply mindfulness strategies to
clinical supervision?
* Be aware of the benefits of
using mindfulness as a tool for
clinical supervision?
* Have had the opportunity to
practice a mindfulness
strategy.
*
*The provision of guidance & feedback on
matters of personal, professional &
educational development to facilitate
appropriate & safe patient care
(HETI, The Superguide, 2013)
*
Supervision is conversational-based learning…
Education
Support
Administration
Develop self-awareness
Facilitate harmonious
working relationships
Clarification of roles &
responsibilities
Reflection on practice
Promote morale & job
satisfaction
Workload management
Provide knowledge &
skills
Management of jobrelated stress
Review & assessment of
work
Integrate theory into
practice
Increase sense of
professional self-worth
Address organisation &
practice issues
Facilitate professional
reasoning
(Carroll, 2006, HETI, The Superguide, 2013, p.16)
*
Supervisors assist their staff/students:
*In the transition from dependent novice to
autonomous practitioner
*To use their experience as a springboard for further
learning
*To become reflective practitioners
*
* Clinical supervision is more than a
cognitive process
* Requires awareness of ones:
*
*
*
*
Emotions
Intuitions
Sensations
Bodily experiences
* Reflections need to resonate with
the heart as well as the head
* Enhances the supervision
experience for both the supervisor
& supervisee
(Carroll, 2009)
*
*
*A technique that people
use to become purposefully
aware of their thoughts,
feelings and decisions in
the present moment in a
non-judgmental way
(Carroll, 2009, Eggers, 2007, Kabat-Zinn, 1994)
*
•
•
•
•
•
Attitudes
Beliefs
Thoughts
Feelings
Behaviours
• Open minded
• Avoiding bias
• Paying
attention to
the here &
now
Self
Awareness
Being
Present
Nonjudgmental
Focusing
Attention
• Selectively
concentrating
on one thing
strategies
mindful
clinical
supervision
*
* Before supervision
* Self-awareness
* Preparing the environment
* During supervision
* Being present
* Focusing attention
* Non-judgment
* After supervision
* Reflection
*
As a supervisor it is
important to:
* Prepare yourself
* Stop what you are doing
* Clear your mind
* Reflect on your thoughts,
feelings & motivations
* Prepare the environment
* Quiet & private space
* Free from distraction &
interruption
Meditate
*
Before commencing supervision recall:
1.
Begin all work in stillness
2.
Separate components of work with pauses
3.
Work until work is finished
4.
Meet our working need
5.
Allow our instrument to do the work
6.
Focus on where work is taking place
7.
Let work flow
(McKenzie, 2013)
*
The STOP exercise:
* S – stop & pause
* T – take a breath (take a moment)
* O – observe
* P – proceed with your agenda
*
* Being present
*
*
*
Slow down
Stay in the moment
Accept things the way they are
* Focusing attention
*
*
*
*
Give yourself time & space
Consciously direct your awareness
Attend to the present experience
Notice what is going on right now
* Non-judgmental awareness
*
*
*
*
Observe what is happening
Have an open mind
Avoid assumptions about behaviour
Have empathy
*
* Mindfulness of sounds
* Sounds are mostly out of our control
* Good subject to learn to just “be” with
* Unlikely to be able to influence or alter
* Things we can just experience
* In this exercise you are invited to:
* Be aware of sounds as sounds
* Not labeling, not naming, not judging
* Noticing when sounds are arising
* Noticing the presence of the sound
* Noticing when sounds are receding
* Noticing the constant change in the sounds you are hearing
(Tobler & Herrmann, 2013)
*
These principles can be used to enhance a supervision session:
1. Understand what you believe & why. We are motivated by our
beliefs!
2. Practice non-attachment to our own views
3. Accept that your perceptions are limited
4. Bring empathy to every communication
5. Be kind – everyone is carrying a burden
6. Be respectful
7. Genuinely connect with people
8. Be fully engaged
9. Recognise the role your judgment plays in how you
communicate
(Arpa, 2013, McKenzie, 2013, Nhat Hahn, n.d., Tobler & Herrmann, 2013, Schoeberlein, 2009)
*
* Listening to what is both
said & un-said
* Listen without judging
* Listen without reacting
* Listen without interrupting
* Listen without distraction
(email, texts, etc.)
* Let the person know they
are truly being heard
*
Reflect on the supervision experience:
* Turn your focus & attention to the experience of
supervision
* Immerse yourself in the remembered events
* Be sensitive to what happened
* What new knowledge has come through to you?
* What are you taking away in terms of insights, feelings,
thoughts?
* How can you integrate what you have learned?
* What have you learned from that experience about
yourself? About others? About work & practice?
2011)
(Carroll, 2006, Carroll, 2009, Dray & Wineski,
*
* Improve focus & concentration
* Increase self-awareness
* Reduce the impact & influence of stressful thoughts &
feelings
* Facilitate better relationships
* Catching self-defeating behaviours & substitute with more
effective ones
* Become aware of self-defeating
thought processes & let them go
(Tobler & Herrmann, 2013)
*
1.Improved
performance
2.Reduced stress
3.Greater
satisfaction in
work & life
*
*
* Altman, D. (2011). One minute mindfulness. Novato, California, New World
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supervision. Psychotherapy In Australia, 15(4), 40-51.
Dary, B., & Wisneski, D. (2011). Mindful reflection as a process for developing culturally
responsive practices. Teaching Exceptional Children, Sept/Oct, 28-36.
HETI (2013). The superguide: A guide for supervising oral health professionals. Sydney,
HETI.
McKenzie, S. (2013). Mindfulness at work. Wollombi, NSW, Exisle Publishing.
Nhat Hahn, T. (n.d.). Work: How to find joy and meaning in each hour of the day.
Berkeley, Parallax Press.
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