Dialogical mindfulness in supervision role‐play

Abstract

Aims: This exploratory pilot study investigated Mindfulness-based Role-play (MBRP) supervision to find out how therapists would experience the approach, and to what extent they would find it useful, particularly in relation to empathy toward clients. Method: Thirteen therapists participated in a workshop, introducing mindfulness and MBRP supervision, and subsequently had one individual MBRP supervision session. Data collection and analysis: Qualitative data were collected by means of semi-structured interviews and analysed with regard to participants' supervision experiences by means of a modified version of the Consensual Qualitative Research method. Findings: Participants predominantly had positive emotional and cognitive responses to their supervision experiences. The main supervision outcomes were empathy with the client's emotional experience, enhanced awareness of functioning as a therapist, and thoughts about how to proceed in therapy. A subset of participants also reported observed effects in therapy with clients. Conclusions: Even taking into account the methodological limitations of the study, these findings are promising and suggest that further research into the MBRP supervision approach is warranted.

Mindfulness‐Based Awareness and Compassion: Predictors of Counselor Empathy and Anxiety

“…Mindful awareness and compassion may be learned in supervision through modeling and skill‐building (e.g., practice observing without judgment), or supervisors might use a structured program, such as mindfulness‐based role play (MBRP; Andersson, King, & Lalande, ), which is designed for mindfulness practice within counseling supervision. A counseling program that has adopted mindfulness training as part of student development also could encourage site supervisors to take MBRP and/or MBSR training or could host its own training.…”

Integrating Reflective Practice in Family Therapy Supervision

“…Reflective practice in part parallels other established therapeutic processes. These include the countertransference relationship and examination of the therapist's inner dialogue (Flaskas, 2004(Flaskas, , 2010Rober, 2011), 'mindfulness' when attending to reflection on the interaction (Andersson, King & Lalande, 2010;Vandenberghe & da Silveira, 2013), the work of Balint to promote introspection, empathy and self-awareness for both therapist and client (Lichtenstein & Lustig, 2006) and 'mentalization' in making sense of self, the other and relationships (Asen & Fonagy, 2012).…”

Experiences Learning Interpersonal Neurobiology: An Interpretative Phenomenological Analysis

“…Although no researchers to date have explored counselors learning IPNB principles specifically, a number of scholars have investigated mindfulness in the education of mental health professionals (Aggs & Bambling, 2010;Ballinger, 2013;Andersson, King, & Lalande, 2010;Chrisman, Christopher, & Lichtenstein, 2009;McCollum & Gehart, 2010;Schure et al, 2008;Shapiro, Brown, & Biegel, 2007). Mindfulness is an important component of an IPNB framework and mindfulness processes overlap with skills and attitudes of effective counselors (Aggs & Bambling, 2010;Siegel, 2012b).…”