The M.A. thesis explores the theoretical concepts of mindfulness and supervision. It poses the research question about the possibility of integrating mindful experiential learning and practices based on mindfulness into the developmental-educational model of supervision.
The theoretical basis of both concepts offers a variety of possible definitions, which are examined in the thesis. The varied history of both concepts, as well as the context and social influences that have shaped them are presented. In addition, their functions and goals are explored, together with their effects and benefits as well as attitude to ethics. Some deviations and criticism of both concepts are also mentioned. A comparison between supervision and mindfulness is given and the possibilities of integrating some dimensions of mindfulness into the field of supervision are suggested.
Next, some aspects and models of mindfulness are explored, showing the common points and differences of the “western” and “eastern” mindfulness. The emphasis is on the integration of the different models: mindful learning with experiential learning into mindful experiential learning. The possibilities of introducing the practice of mindfulness into the very structure of the supervision meeting are explored.
In conclusion, the M.A. thesis offers a theoretical and practical contribution to the existing model of supervision.
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