Using the Feldenkrais Method of Somatic Education to Enhance Mindfulness, Body Awareness, and Empathetic Leadership Perceptions Among College Students

Fonow, Mary Margaret; Cook, Judith Α.; Goldsand, Richard S.; Burke-Miller, Jane K.

doi:10.12806/v15/i3/r4

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…In this case, there was an increase for the control group and a decrease for the DMT group, which was also significant (see Figure 1). Our results are coherent with those from other authors [22,62]. As could be expected, an intervention focused on body awareness increased the values of this variable and diminished body disconnection.…”

Section: Psychometric Measuressupporting

confidence: 93%

Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach

et al. 2022

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The continuous changes in our society require adapted training that encompasses both technical and competency knowledge. There is a high level of demand, especially in areas such as engineering, which can affect the mental health of students, producing high levels of stress and psychological distress, hindering self-efficacy and academic performance. Embodied learning working on self-awareness, stress reduction and self-knowledge can help to generate healthier environments. Creative therapies can be a tool to promote the prevention of health problems in this group of the population. In particular, Dance Movement Therapy has demonstrated its effectiveness in improving health in clinical and non-clinical settings. In this work, a body awareness program based on Dance Movement Therapy is developed and implemented in engineering students. Through a mixed pre-post methodology, its impact is evaluated and analyzed in an experimental group of engineering students. Psychometric tests, physiological variables and reflective diaries are used as data sources. The results show that the experimental group, compared with the control group, increased their levels of body awareness and connectedness, well-being and life satisfaction and reduced their stress levels. The results were supported by cortisol measures. Likewise, the students acknowledged having increased their levels of self-awareness and self-knowledge and considered the inclusion of these bodily approaches in higher education to be necessary.

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Section: Psychometric Measuressupporting

confidence: 93%

Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach

et al. 2022

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Interpersonal Mindfulness Questionnaire: Scale Development and Validation

2022

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Objectives Previously developed mindfulness measures focused on its intrapersonal dimensions and did not measure the interpersonal aspects of mindfulness. Furthermore, recently developed interpersonal mindfulness measures were either specific to a certain context (e.g., parenting, conjugal, teaching) or omitted/minimized the role of the body in the interpersonal dynamic. The proposed Interpersonal Mindfulness Questionnaire (IMQ) aims to operationalize the theoretical notion of embodied and embedded mindfulness by grounding it into four dimensions, each representing a set of skills that can be cultivated through training and practice: (1) Detachment from the Mind, (2) Body-Anchored Presence, (3) Attention to and Awareness of the Other Person, and (4) Mindful Responding. Methods The IMQ subscales were developed through consultations with a panel of eight graduate students and ten experts in the field. Three studies were conducted to evaluate the construct, internal consistency, reliability, convergent validity, and utility of the IMQ. Results Findings from the three studies supported the proposed four subscales of IMQ and suggested that these four subscales are independent and supported by convergent evidence. In addition, results suggested that IMQ subscales’ scores are sensitive to meditation experience and are associated with better intrapersonal and interpersonal outcomes. Conclusions IMQ subscales are valid and are consistent with the proposed embodied and embedded conception of interpersonal mindfulness. IMQ subscales are associated with intrapersonal mindfulness, but not strongly enough to be conceived as the same phenomenon. Limitations, as well as theoretical and practical implications of IMQ subscales, are thoroughly discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-022-01855-1.

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Sartre and somatics for the pedagogy of movement in contemporary dance

James

Stockman

2020

Dance, Movement &Amp; Spiritualities

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Drawing on somatic practice, psychology, philosophy and the dance experience, this article operationalizes Sartre’s ideological response to movement pedagogy. The ‘thisness’ experience of embodiment during traditional dance styles negatively impacts on the realization of our body’s somatic potential. However, Sartre’s ‘body-for-itself’ mode can be stimulated with certain somatic practices, due to the concentration on the inner experience and sensations present in the body. In this sense, the body becomes a learning outcome in itself, through a deep and respectful connection with the dancer’s inner being. Pedagogically, this combination of Sartre’s theory with holistic techniques of the self, specifically the fundamental principles of Feldenkrais and dance literacy, can benefit the realization of individual potential during dance, and optimize positive embodiment. This article discusses initial materializations of the learning experiences of the dance student, informed by Sartre’s thinking on embodiment, and a theoretical discussion of the pedagogical implications of Sartre’s ideas for somatic pedagogy in contemporary dance.

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Using the Feldenkrais Method of Somatic Education to Enhance Mindfulness, Body Awareness, and Empathetic Leadership Perceptions Among College Students

Cited by 4 publications

References 24 publications

Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach

Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach

Interpersonal Mindfulness Questionnaire: Scale Development and Validation

Sartre and somatics for the pedagogy of movement in contemporary dance

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