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Mindful Clinical Supervision

Mindful Clinical Supervision. 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?

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Mindful Clinical Supervision

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  1. Mindful Clinical Supervision Dr Julia Bowman Leadership Unit, Health Education & Training Institute

  2. 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. Objectives

  3. The provision of guidance & feedback on matters of personal, professional & educational development to facilitate appropriate & safe patient care (HETI, The Superguide, 2013) Clinical supervision

  4. Supervision is conversational-based learning… Purpose of clinical supervision (Carroll, 2006, HETI, The Superguide, 2013, p.16)

  5. 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 Aim of clinical supervision

  6. Clinical supervision ismore than a cognitive process • Requires awareness of ones: • Emotions • Intuitions • Sensations • Bodily experiences • Reflections need to resonate with the heartas well as the head • Enhances the supervision experience for both the supervisor & supervisee (Carroll, 2009) Mindfulness & clinical supervision?

  7. Connecting head & heart

  8. A technique that people use to become purposefully awareof their thoughts,feelings and decisions in the present moment in a non-judgmental way (Carroll, 2009, Eggers, 2007, Kabat-Zinn, 1994) What is mindfulness?

  9. Being mindful

  10. What strategies can you apply to facilitate a mindful clinical supervision session?

  11. Before supervision • Self-awareness • Preparing the environment • During supervision • Being present • Focusing attention • Non-judgment • After supervision • Reflection Use of mindfulness: The supervisor

  12. 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 supervision

  13. Before commencing supervision recall: • Begin all work in stillness • Separatecomponents of work with pauses • Work until work is finished • Meet our working need • Allow our instrument to do the work • Focus on wherework is taking place • Let work flow (McKenzie, 2013) Seven mindfulness working principles

  14. The STOP exercise: • S– stop & pause • T – take a breath (take a moment) • O – observe • P – proceed with your agenda Mindfulness activity

  15. 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 During supervision

  16. 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) Mindfulness activity

  17. These principles can be used to enhance a supervision session: • Understand what you believe & why. We are motivated by our beliefs! • Practice non-attachment to our own views • Accept that your perceptions are limited • Bring empathy to every communication • Bekind – everyone is carrying a burden • Be respectful • Genuinely connectwith people • Be fully engaged • Recognisethe role your judgment plays in how you communicate (Arpa, 2013, McKenzie, 2013, Nhat Hahn, n.d., Tobler & Herrmann, 2013, Schoeberlein, 2009) Mindful communication

  18. Listening to what is both said & un-said • Listen withoutjudging • Listen without reacting • Listen without interrupting • Listen without distraction (email, texts, etc.) • Let the person know they are truly being heard Mindful listening

  19. Reflecton 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 integratewhat you have learned? • What have you learned from that experience about yourself? About others?About work & practice? (Carroll, 2006, Carroll, 2009, Dray & Wineski, 2011) After supervision

  20. Improve focus & concentration • Increase self-awareness • Reduce the impact & influenceof 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) Benefits of mindfulness

  21. Improved performance Reduced stress Greater satisfaction in work & life In a…

  22. Mindfulness can be woven into every facet of your life…

  23. Altman, D. (2011). One minute mindfulness. Novato, California, New World Library. • Arpa, M. (2013). Mindfulness at work: Flourishing in the workplace. East Sussex, Leaping Hare Press. • Carroll, M. (2006). Key issues in coaching psychology. The Coaching Psychologist, 2(1), 4-8. • Carroll, M. (2009). From mindless to mindful practice: Onlearning reflection in 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. • Schoeberlein, D. (2009). Mindful teaching and teaching mindfulness. Boston, Wisdom Publications. • Tobler, A., & Herrmann, S. (2013). The rough guide to mindfulness: The essential companion to personal growth. London, Rough Guides. References

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