Dr Julia Bowman Leadership Unit, Health Education & Training Institute

By the end of the presentation participants will: mindfulness relatedclinical supervision? * Understand how mindfulness is related to clinical supervision? apply mindfulness strategies * Understand how they can apply mindfulness strategies to clinical supervision? benefits * Be aware of the benefits of using mindfulness as a tool for clinical supervision? practice a mindfulness strategy. * Have had the opportunity to practice a mindfulness strategy.

guidancefeedback personalprofessional educational development appropriate & safe patient care * The provision of guidance & feedback on matters of personal, professional & educational development to facilitate appropriate & safe patient care (HETI, The Superguide, 2013)

EducationSupportAdministration self-awareness Develop self-awareness harmonious working relationships Facilitate harmonious working relationships Clarification roles responsibilities Clarification of roles & responsibilities Reflection Reflection on practice moralejob satisfaction Promote morale & job satisfaction Workload Workload management knowledge & skills Provide knowledge & skills job- related stress Management of job- related stress Reviewassessment Review & assessment of work theory into practice Integrate theory into practice professional self-worth Increase sense of professional self-worth organisation practice issues Address organisation & practice issues professional reasoning Facilitate professional reasoning (Carroll, 2006, HETI, The Superguide, 2013, p.16) conversational-based learning Supervision is conversational-based learning…

Supervisors assist their staff/students: dependent novice autonomous practitioner * In the transition from dependent novice to autonomous practitioner experiencespringboard for further learning * To use their experience as a springboard for further learning reflective practitioners * To become reflective practitioners

more than a cognitive process * Clinical supervision is more than a cognitive process awareness * Requires awareness of ones: * Emotions * Intuitions * Sensations * Bodily experiences resonate heart as well as the head * Reflections need to resonate with the heart as well as the head * Enhances supervision experience supervisor supervisee * Enhances the supervision experience for both the supervisor & supervisee (Carroll, 2009)

thoughts, feelingsdecisions present moment non-judgmental * 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)

Selectively concentrating on one thing Open minded Avoiding bias Paying attention to the here & now Attitudes Beliefs Thoughts Feelings Behaviours Self Awareness Being Present Focusing Attention Non- judgmental

* Before * Before supervision * Self-awareness * Preparing the environment * During * During supervision * Being present * Focusing attention * Non-judgment * After * 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. Beginin stillness 1. Begin all work in stillness 2. Separatecomponents of work 2. Separate components of work with pauses work is finished 3. Work until work is finished working need 4. Meet our working need instrument to do the work 5. Allow our instrument to do the work 6. Focuswhere 6. Focus on where work is taking place work flow 7. Let work flow (McKenzie, 2013) (McKenzie, 2013)

STOP The STOP exercise: * S * S – stop & pause * T * T – take a breath (take a moment) * O * O – observe * P * 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: motivated by our beliefs 1. Understand what you believe & why. We are motivated by our beliefs! non-attachment 2. Practice non-attachment to our own views your perceptions are limited 3. Accept that your perceptions are limited empathy 4. Bring empathy to every communication kind 5. Be kind – everyone is carrying a burden respectful 6. Be respectful connect 7. Genuinely connect with people fully engaged 8. Be fully engaged rolejudgment plays 9. Recognise the role your judgment plays in how you communicate (Arpa, 2013, McKenzie, 2013, Nhat Hahn, n.d., Tobler & Herrmann, 2013, Schoeberlein, 2009)

what is both said & un-said * Listening to what is both said & un-said without judging * Listen without judging without reacting * Listen without reacting without interrupting * Listen without interrupting without distraction * Listen without distraction ( , texts, etc.) truly being heard * Let the person know they are truly being heard

Reflect Reflect on the supervision experience: experience of supervision * Turn your focus & attention to the experience of supervision * Immerse yourself * Immerse yourself in the remembered events sensitive * Be sensitive to what happened new knowledge * What new knowledge has come through to you? taking away insights, feelings, thoughts? * What are you taking away in terms of insights, feelings, thoughts? integrate * How can you integrate what you have learned? learned from that experience yourself?others?work & practice? * What have you learned from that experience about yourself? About others? About work & practice? (Carroll, 2006, Carroll, 2009, Dray & Wineski, 2011)

focusconcentration * Improve focus & concentration self-awareness * Increase self-awareness * Reduce the impact & influencethoughts & feelings * Reduce the impact & influence of stressful thoughts & feelings better relationships * Facilitate better relationships * Catching self-defeating behaviours * Catching self-defeating behaviours & substitute with more effective ones aware of self-defeating * Become aware of self-defeating thought proces thought processes & let them go (Tobler & Herrmann, 2013)

performance 1.Improved performance stress 2.Reduced stress satisfaction 3.Greater satisfaction in work & life

* 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: On learning reflection in supervision. Psychotherapy In Australia, 15(4), * Dary, B., & Wisneski, D. (2011). Mindful reflection as a process for developing culturally responsive practices. Teaching Exceptional Children, Sept/Oct, * 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.