Embodying cognition: working with self-control in cerebral palsy

Abstract

During the last decades, research on cognition has undergone a reformation, which is necessary to take into account when evaluating the cognitive and behavioural aspects of therapy. This reformation is due to the research programme called Embodied Cognition (EC). Although EC may have become the theoretical authority in current cognitive science, there are only sporadic examples of EC-based therapy, and no established framework. We aim to build such a framework on the aims, methods and techniques of the current third-wave of CBT. There appears to be a possibility for cross-fertilization between EC and CBT that could contribute to the development of theory and practice for both of them. We present a case-study of an EC-based model of intervention for working with self-control in cerebral palsy. We centre the results of the study and its discussion on how we should understand and work with self-control in a more general sense from both an EC and a CBT perspective. We end by elaborating the five learning objectives and present suggestions for follow-up reading.

Yes We Can! A Phenomenological Study of a Sports Camp for Young People With Cerebral Palsy

“…To achieve these aims, the pedagogues discussed coping strategies with the participants at larger meetings with 1. Some of the descriptions in this section also appear in Martiny and Aggerholm (2016), which has a more elaborated description of the intervention. 2.…”

Can we trust the phenomenological interview? Metaphysical, epistemological, and methodological objections

“…He found, among other things, in contrast to the mainstream biomedical conception that CP is not "just" a congenital braindamage causing motor control disorder, but that it involves psychological, cognitive, and not least social consequences (Zahavi & Martiny, 2019). Based on these insights, he developed new strategies for interventions with youth with CP that emphasized social and playful aspects (Aggerholm & Martiny, 2017;Martiny & Aggerholm, 2016). These interventions have been successful and are being implemented into Danish national (re)habilitation strategies for interventions for people with CP.…”

“…Relevant examples of phenomenological interviews can be found in the phenomenology of disability (Martiny, 2015a, b;Martiny & Aggerholm, 2016), the bodily phenomenology of spatial neglect (Klinke et al, 2015), the development of bodily intentionalities in expert dancers (He & Ravn, 2018;Legrand & Ravn, 2009;Ravn & Hansen, 2013), the role of pre-reflection in aesthetic experience and museum curation , or the effect of high-level reflection in expert music performance (Høffding & Satne, 2019). The approach has similarities with that of Microphenomenology (Petitmengin, 2006), Phenomenological Psychology (Giorgi, 2009) and the EASE interviews in phenomenological psychopathology (Parnas, 2005).…”

Framing a Phenomenological Mixed Method: From Inspiration to Guidance

“…To answer this question, we needed to design a study where we could create positive and negative joint actions, investigate the data of bodily coordination and positive or negative experiences of joint interactions involving persons with CP, and then compare the data with similar data from interactions involving persons without CP (a control group). From previous phenomenologically informed qualitative work with CP (Martiny, 2015a , b ), we knew that CP interactions are experientially different depending on who the people with CP are interacting with. So, we wanted to include CP interactions where one person with CP would perform joint actions with one person from three different groups of non-CP participants: (1) relatives, (2) therapists (stranger group #1), and (3) random strangers (stranger group #2).…”