The Art and Science of Embodied Research Design: Concepts, Methods and Cases

Why I created this bookWhy use embodied research methods now?How to use this bookWhat's in the book?Somatic systems of analysisMovement systems of analysisEmbodied interviews and observationsCreative and mixed methodsConclusionNoteReferencesI: Concepts in embodied researchEmbodied research design – a transformational paradigm in scientific discoverySituated embodimentEmbodiment and system/bodily stateEmbodiment and simulationEmbodiment in research designResearch design and embodiment: a case studyEmbodied study design and knowing how to knowDesigning studies with the body in mindConclusions - embodiment in research designAppendix A - Embodied quantitative research design application checklistReferencesOpen and reflective research: Methodological reflections on the importance of body awareness in qualitative researchMaking the body visible?Reflective Lifeworld Research and the practice of bridlingBridling as improvisationWorking with our (bodily) habits of knowingBody in the darkConclusionNotesReferencesThe concept of "felt sense" in embodied knowing and actionFelt senseMisunderstandings of "felt sense"ExperiencingA process view of the bodyRecognizing and distinguishing felt sensesFelt senses form freshlyFelt senses are emergent; they are in a process of formingFelt senses are wholistic senses; they are of a whole situationFelt senses have a "more than words can say" qualityFacilitating felt senses in researchProblems with questionsA felt sense exampleThe felt sense in embodied researchConclusionReferencesEmbodied data: Toward a vocabulary for somatic and movement experienceWhy do we need language for embodied experience?Identifying embodied dataThree key elements for approaching embodied experiencePresenceBody memoryMetaphorCollecting and recording embodied dataSizeGravityTemperatureVisceroceptionMovement as embodied dataSpontaneous movementPosture/structureGesturesRhythm/speedConclusionNotesReferencesEthical considerations in embodied researchEmbodied ethical reflexivityInformed consent in uncharted territoryThe ethical use of touch in researchSociocentric bias in researchConclusionReferencesII: Methods and casesSECTION I: Somatic systems of analysisMethods for measuring embodiment, an instrument: The Multidimensional Assessment of Interoceptive Awareness (MAIA)Historical contextInteroception in contextDevelopment of the MAIAAddressing limitations of self-reported interoceptive awarenessApplications of the MAIAConclusionNoteReferencesEmpirical evidence of the embodiment awareness changes in somatic focused gestalt psychotherapyThe embodied contacting cycleThe embodied contacting interruptions/resistancesThe measuring toolsThe methodologyData collectionData analysisChanges in GEMS scores at 6-month and 12-month intervalsImplicationsLimitations of the methodConclusionNoteReferencesSomatic phenomenology: Maps of body-felt experiencePhenomenal markerAttention as a somatic phenomenonAttentional postureDescription of the methodConclusionReferencesSECTION II: Movement systems of analysisThe three pillars of movement observation and analysis: A brief introduction to the LMA, KMP and MPILaban Movement AnalysisExample applications and researchLimitationsKestenberg Movement Profile (KMP)System I: The tension-flow and effort systemSystem II: The shape-flow and shaping systemThe KMP applications and researchLimitationsThe Movement Psychodiagnostic InventoryPrimary Inventory categoriesThe MPI applications and researchLimitationsSummaryAcknowledgementsReferencesEmbodied and nonverbal indices of stress in intergenerational transmissionRelationality of movementMethodologyKestenberg Movement Profile (nonverbal measure)Description of embodied diagrams usedFree and bound flowAnimated flow and neutral flowTension flow and shape flowTension Flow Attributes (TFAs)Uni-polar shape flow (Ushfl)Bi-polar shape flow (Bshfl)Stress scales used in studyLife stressEvent stressParenting stressOverall stressSocial supportHypothesesParticipantsProcedureResultsTension flow attributesShape flowDiscussionDyadic regulationConclusionReferencesThe skillful analyst: Investigating, analyzing, and reflecting on movement behavior through embodied knowledgeInvestigating through the bodyLaban Movement AnalysisObserver bias and kinesthetic empathyThe map is not the territoryResearcher bias in Laban Movement AnalysisThe role of motifLMA as an embodied research tool for identifying style and interactionStrata of observation: the individual moverInteraction analysisSmall group behaviorCultural patternsConclusionNoteReferencesSECTION III: Embodied interviews and observationsEthnomethodologically informed ethnography: Recognising the potential and limitations of the researcher’s body as tool for exploring embodied practiceWhat is non-representational theory?Attuning ethnographic methodologies to embodiment through non-representational theoryMethod: ethnomethodologically informed ethnographyWhat is ethnomethodology?Ethnomethodologically informed ethnography in actionI: 'Making the strange familiar'II: 'Making the familiar strange'DiscussionConclusionReferencesBeyond interpretative phenomenological analysis: Using body awareness and mindfulness meditation practices to research body psychotherapyTheoretical background: the research methodology in contextThe limits of phenomenologyEmbodying experiencesNon-duality and interconnectionMethod: body awareness and mindfulness practice in embodied researchResearcher pre-interview preparationData collection: the embodied interviewData Analysis: indicators of embodied experienceDiscussion and conclusionTherapeutic versus psychotherapyIPA and awareness practicesBuddhist psychology and body psychotherapyFinal thoughtsReferencesThe Body-focused Interview: Explicating the implicit in embodied researchPsychological beginningsFocusing in embodied researchA caveat for metaphorEmbodied description may include valuable gesturesMethod for conducting the Body-Focused InterviewWarm up the sessionThe body-focused interviewGrounding, centering and endingPreparing the researcher for the Body-Focused InterviewFind a sense of comfort in your own bodyPractice test interviewsA note on data analysisMethodological limitations and strengthsConclusionNoteReferencesEmbodied writing research applications: Giving the body “voice” through the vehicle of wordsHistorical development of embodied writingSeven distinctive features of embodied writingUsing embodied writing in qualitative researchUsing embodied writing to clarify a research topicUsing embodied writing for data collectionUsing embodied writing to support data interpretationConclusionNoteReferencesSECTION IV: Creative and mixed methodsBody stories: Researching and performing the embodied experience of oppressionOrienting to the researchFinding the questionResearching complex, embedded, and fluid embodied identitiesGathering embodied data (data collection)Making meaning (data analysis)Performing the findings (data presentation)Criteria for rigor in embodied narrative inquiryConclusionAcknowledgmentsNoteReferencesThe somatic impact of war and flight on the agent bodies of refugee women in Germany: A mixed-method approach including movement and body image sculpturesProject overviewParticipant sampleResearch instrumentsBasler Inner States Scale (Basler Befindlichkeitskala BISS)Body Image Questionnaire (FKB 20)Body Sculpture TestMovement observationInterviewsData collectionData analysisLimitations of research design and methodResults and discussionConclusionNotesAcknowledgementsReferencesAesthetic answering: A method of embodied analysis and arts-based research in creative arts therapiesAesthetic answering: from clinical practice to research methodThe empirical study: creation as an active factor of creative arts therapies (Lange, 2017)Conceptual backgroundArts-based researchThe methodSampleData collectionData analysisFindings and discussionQuantitative findings: analysis of change values after the aesthetic answer (t3)Qualitative findings: participants' and researchers' descriptions at t3Arts-based findings: data from aesthetic answeringDiscussionConclusionNoteReferencesMixed methods for evaluating embodied processes in higher educationconsiderationsQuantitative versus qualitative: our point of viewMethod adaptabilityorganizationScenariosMethodologyParticipants and recruitmentLegal and ethical considerationsSuggestions for embodiment workEnvironment and materialsQuantitative research tools: physiology measurementsCortisol levelSleep qualityHeart rate variabilityQuantitative research tools: psychological and embodiment measuresQualitative research toolsDiscussionLevel 1. Innovation in education projectLevel 2. Short-term research project trying to improve higher education teacher's wellbeingLevel 3. Full research project to analyse the impact of a body awareness training programme on the well-being and academic learning of engineering studentsConclusionReferences
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