The Importance of Mindfulness in Supervision

Though research is ongoing regarding the relationship between mindfulness and mental health, studies have shown that being mindful and present can help foster a sense of well-being, calmness, and clarity; reduce stress and anxiety; and help individuals regulate their emotions and become more self-aware and empathic.

Mindfulness is also beneficial to supervisors and counselors-in-training, according to Shengli Dong, PhD, who has researched, written, and presented about its effects for years. Dr. Dong recently shared his thoughts about incorporating mindfulness into counseling supervision and how it can lead to better interactions with supervisees and more positive outcomes for clients.

How do you define mindfulness?

There are many scientific and academic definitions for mindfulness; I will not repeat them. To me, mindfulness refers to being true, objective, and accepting of your feelings and emotions, as well as external factors such as things and persons around you.

Why is it important to incorporate mindfulness into counseling supervision? How is it different from incorporating it into client sessions?

Incorporating mindfulness into counseling supervision may assist a supervisor in being more aware of their own feelings and emotions, which can impact interactions between them and their supervisees. Furthermore, incorporating mindfulness into the counseling supervision may also assist the supervisor in being abreast of the feelings and emotions of their supervisees and be more curious and inquisitive, rather than judgmental and assumptive, on professional and personal issues challenging for the supervisees. Mindfulness in supervision focuses primarily on the supervisory relationship and outcomes, while mindfulness in client sessions focuses on therapeutic relationships and outcomes.

How do you assess your supervisees and determine their needs in this area? What kind of insight can be gained?

As mentioned before, being mindful can be instrumental in helping supervisors be more curious and inquisitive rather than judgmental in the supervisory relationship. The enhanced supervisory relationship can assist supervisees in being more open and authentic and exploring their blind spots and areas for improvement. All these can facilitate the growth of the supervisees, which will ultimately benefit their clients.

How can educators help counselors-in-training become more mindful regarding their work?

Actions are more powerful than words. Educators should educate themselves and keep abreast of mindfulness research and training. Counselor educators should integrate the findings and state-of-the-art skills from the latest research into their classrooms. Counselor educators need to serve as role models for their supervisees to demonstrate mindfulness techniques (such as breathing, meditation, and guided imagery) in the process of supervision to facilitate the supervisory relationship and enhance supervisees’ techniques in working with their clients. I like various types of mindfulness techniques, such as deep breathing, the six healing sounds technique, qigong, meditation, tai chi, and guided imagery. The use of technique depends upon the level of familiarity with the technique and the comfort level of the supervisees.

What are some of the challenges that counseling supervisors face in mindfulness training?

Counseling supervisors may lack awareness and knowledge of mindfulness and its benefits, which may hinder them from participating in mindfulness training. Some counseling supervisors may have misunderstandings about mindfulness and believe it has ideological and religious ramifications. All these may serve as barriers in the mindfulness training for counseling supervisors.

How do you help supervisees who struggle with mindfulness?

Being mindful is not an easy task. Counseling supervisors should educate their supervisees to be gentle and patient with their mindfulness pursuits and training. Taking notes and keeping a mental record of their challenges and successes can be helpful. Counseling supervisors should also demystify myths around mindfulness, such as that mindfulness may require supervisees to deviate from religious beliefs or that the state of mindfulness is impossible to achieve. Providing information on the pros and caveats of using mindfulness in self-care and therapeutic relationships will assist supervisees in facing challenges in relation to mindfulness.

What advice would you give other counseling supervisors regarding mindfulness?

Counselor supervisors should be aware of the pros and caveats of using mindfulness in supervision. Counselor supervisors need to understand where their counseling supervisees are coming from and how mindfulness techniques and mindfulness value systems may align or deviate from supervisees’ core values and belief systems. Counseling supervisors need to understand the power differential in the supervisory relationship and be alert to situations in which supervisees feel pressure to believe and implement mindfulness approaches.

Are there any related trainings or other resources you would recommend?

Here are a few of my articles exploring the relationship between mindfulness, multicultural counseling competency, and professional identity development for counselors-in-training.

• Development of Professional Identity for Counseling Professionals: A Mindfulness-Based Perspective
  
  
• Examining the Relationship Between Mindfulness and Multicultural Counseling Competencies in Counselor Trainees
  
  
• Examining the Facilitating Role of Mindfulness on Professional Identity Development Among Counselors-in-Training: A Qualitative Approach
  
  
• Mindfulness, Openness to Diversity, and Color-Blind Racial Ideology Among White Undergraduate Students
  
  
• An Investigation of Multicultural Counseling Competence Development Among Graduate-Level Counseling Students Through Mindfulness, Cognitive Complexity, and Cognitive Flexibility

Shengli Dong, PhD, is an Associate Professor of Psychological and Counseling Services in the Department of Educational Psychology and Learning Systems at Florida State University. His research focuses on workplace and academic accommodations, transition issues to work and postsecondary education for youth with disabilities, mindfulness in counseling, multicultural counseling, and social justice issues. 

He has published papers in outlets such as the Journal of Rehabilitation, Rehabilitation Psychology, Rehabilitation Counseling Bulletin, Career Transition and Development for Exceptional Individuals, Journal of College Student Development, and Mindfulness. He and his colleagues from Northeastern University and Florida A&M University have also been awarded a grant from the National Institutes of Health to foster well-being and prevent depression for immigrant youth by using mobile health mindfulness applications.  

**Opinions and thoughts expressed in NBCC Visions Newsletter articles belong to the interviewees and do not necessarily reflect the opinions or practices of NBCC and Affiliates.