A Phenomenon of Embodied Research Luann Drolc Fortune, PhD Saybrook University Society for Phenomenology and Human Sciences October 2015 Atlanta, GA

We begin with a moment of mindful presencing

Panelists Luann Drolc Fortune, PhD, Faculty, Saybrook University The Embodied Researcher: Stages of Change in the Research Process Clifford Smyth, MS, doctoral student, Saybrook University, Embodied Purposed: To Integrate Bodily Perceptions into Data Collection & Analysis Stephanie Lindsay, PhD, Faculty, Saybrook University & MSU Embodied Purposed: A Vehicle to Deeper Understanding and Transformation of Original Transcripts Ann Ritter, doctoral student, Fielding Graduate University, Embodied Purposed: To Honor the Body-based Subject

Our work: studies of applied phenomenology focused on bringing embodiment to research. “Many have written on the importance of ‘bringing the body back in’ to sociological theory, and health and social sciences research. ….Yet, how researchers understand the impact and experience of their own bodies within the realm of health research has been understudied….” (Sharma, Reimer-Kirkham, & Cochrane, 2009).

Applied Orientation for Embodied Research Scholar/Researcher-Practitioners using a praxis platform for applied research Ascribe primacy to researcher’s and participants’ somatic perceptions and experience Value intentionality in awareness, reflection, and reflexivity throughout the process Committed to systematic rigor: work is supported in scholarship/literature, “tested”, documented Pragmatic: Cultivating and sharing techniques and postures for integrating the philosophical to research practice

Luann: Conceptualizing Today’s Program Luann: Conceptualizing Overview of topic & phenomenon Framework from Stages of Change A reflective exercise: Body scan Cliff: Gathering Cultivating individual & collective felt sense The body in data collection & interpretation Exercise: Verbal capture of somatic, Feldenkrais Stephanie: Analyzing Guidelines for embodied analysis Exercise in critical embodiment Ann: Back to the World Exercise: Creating spatial openings Challenging academic conventions in presenting embodied research Capturing movement and somatic experience Cliff: embodiment as topic & tool, body = participatory dimension, felt sense as individual and collective, researcher’s reflection (Todres, Gendlin), body in data collection (use of mindfulness & focusing), bodily epoche and arrangement of space, bodily reflexivity in analysis & interpretation. Exercise: use file cards to capture experiences in-the-moment; breathing (Feldenkrais); Ann: Researcher attention to their own bodily states, content of bodily awareness in participants, use of video & challenges of academic tradition

Assumptions: Research as a phenomenon Phenomenology explores experience via consciousness Phenomenology is embodied reflection Research as an embodied experience All research is Intrinsically embodied Accessible through embodied lenses Can be improved by intentional application of embodiment focused techniques Subscribing to embodied research is a process that can be explored phenomenologically This is the slide to explain that there are two layers to this program: describing techniques for embodiment for applied research and also demonstrating the process in the progression logically followed in doing research. One concluding point will be to suggest that attendees experiment with the framework and techniques here at the conference.

Compartments for Embodiment in Research Researcher awareness Self knowledge: enhanced through paying attention to bodily states Nonverbal communication How intersubjectivity contributes to co-construction of knowledge, understanding Reflection What researcher's perceptions reveal about self and participants Reflexivity How researcher’s & participants' responses co-create experience, understanding Researcher's Identities Multiple and complex cultural differences impact interactions and results Note: Based on model presented by Sharma, Reimer-Kirkham, & Cochrane (2009).

Applied Research & Inquiry Setting the Question Methodology, Design Data Collection Analysis Conclusions and Sharing

Inviting Embodiment into Scholarship • Applications can extend beyond phenomenological research to other methodological platforms. • Integrating practical techniques into densely theoretically informed designs can be eased by conveyance of a theoretical scaffold. • Proposed: Stages of Change Theory Offers a compatible model for research process Invites scholars to reflect on their own evolution

Framework: Stages of Change • Transtheoretical Model (TTM): integrative, biopsychosocial model to frame the process of intentional behavior change • Developed for clinicians to support change of high risk behavior, used to frame scores of research studies. • Integrates elements of Bandura’s self-efficacy theory. • Depicts change as non-linear process that unfolds over time in spiral pattern: individuals revisit each stage before completion and establish a foundation for next spiral cycle • Different strategies are most effective at different Stages of Change Prochaska, J.O. and DiClemente

Transtheoretical Model (TTM): Three Organizing Constructs Stages of Change Processes of Change Levels of Change, e.g. Effect size

Stages of Change (based on TTM) Characteristics Precontemplation Not consciously considering action Contemplation Possibilizing, ambivalent, consider pros and cons, examine previous attempts Determination Readiness to act, preparation Action Executing plan to tangible actions Public commitment, external confirmation & creating monitors Experiences change working over time, making adjustments along the way Maintenance Long-term sustained change over many years Termination Appropriate to cessation of behavior, e.g. smoking

Stage Characteristics Research Phase Precontemplation Not consciously considering action What is calling to my curiosity and scholarship Contemplation Possibilizing, ambivalent, consider pros and cons, examine previous attempts How is this question relevant & situated Determination Readiness to act, preparation How do I design this study authentically Action Executing plan to tangible actions Public commitment, external confirmation & monitors Experiences it working over time Making adjustments along the way How to execute meaningfully, productively Maintenance Long-term sustained change over many years Reconciliation, normalizing, adding to the world of knowledge Termination Appropriate to cessation of behavior, e.g. smoking The next question

Research Process & Stages of Change Research follows similar intersecting, iterative & spiral phases The researcher: change agent and an experiencer, changed by the process of researching (Bentz & Rehorick, 2008) Within stages, purpose three dimensions with intention to cultivate embodiment: Focus on body-based subject matter, Integrate bodily perceptions into data collection Own somatic experience as a vehicle to deeper understanding and transformation

TTM Processes of change 1. Consciousness Raising: Increased awareness a particular problem or experience. Improved by bibliotherapy, feedback, and repetitive interpretations. 2. Dramatic Relief: Anticipate internal stirring; notice feelings and ideas. Improved by reflection. 3. Environmental Reevaluation: How does this experience or problem appear in the world. Combine affective (experiential) and cognitive (academic) assessments of the experience. 4. Self-Reevaluation: Image possibilities. Improved by values clarification, identifying productive examples, and imagery. 5. Social Liberation: Notice public support. Improved by increased interactions and engagements. The transtheoretical model (TTM) offers an integrative framework for understanding and intervening with human intentional behavior change. There are 3 organizing constructs of the model: the stages of change, the processes of change, and the levels of change.

Processes of change, cont. 6. Self-Liberation: Make a Commitment. 7. Counter Conditioning: Substitute former approaches with novel approaches. Improved by full spectrum of possible alternatives. 8. Helping Relationships: Get Support. Improved by rapport building, alliances, supportive calls, and networks. 9. Reinforcement Management: Seek rewards for taking steps in a renewed direction. 10. Stimulus Control: Manage Your Environment. Improved by adding prompts for alternatives.

Stages by Processes of Change Contemplative (pre): conceptualize Awareness Environmental assessment Dramatic Relief Social liberation Re-evaluation Determination: Design Self-evaluation Self-liberation Action: Execute Helping relationships conditioning Maintenance: Share Reinforcement management Stimulus control the pros and the cons, have become critical constructs in the Transtheoretical Model. As individuals progress through the Stages of Change, decisional balance shifts in critical ways. When an individual is in the Precontemplation stage, the pros in favor of behavior change are outweighed by the relative cons for change and in favor of maintaining the existing behavior. As individuals move from Preparation to Action, the disparity between feelings of self-efficacy and temptation closes, and behavior change is attained. Relapse often occurs in situations where feelings of temptation trump individuals’ sense of self-efficacy to maintain the desired behavior change.

Embodied research techniques Setting the Question: Relevance testing, whole body listening, following somatic markers, quieting chatter Methodology, Design: Planning for embodiment, including somatic techniques Data Collection: Making space for body-based/non-verbal data, using somatics to go deeper, stimulated recall, interactive interviewing, reflexivity and somatic embodied resonance Analysis: Researcher self-bodymindfulness, dwelling in data: verbal and non-verbal reflection Conclusions and Sharing: Honor scholarship & practice, make embodied presentations, honor social obligations

Summary Stages of Change can provide a theoretical framework for conceptualizing the research process progression and phrases Processes of Change suggests specific tactics to improve embodied outcomes Next: describe and demonstrate specific techniques for embodiment in applied research One concluding suggestion: participants can experiment with the framework and techniques here at the conference.

References Bentz, V. M., & Rehorick, D. A. (2008). Transformative phenomenology: A scholarly scaffold for practitioners. In D. A. Rehorick & V. M. Bentz (Eds.), Transformative phenomenology (pp. 3-32). Lanham, MD: Lexington Books. Prochaska, J.O. and DiClemente, C.C. (1984). The transtheoretical approach: Crossing the traditional boundaries of therapy. Melbourne, Florida: Krieger Publishing Company. Prochaska, J.O. & Velicer, W. F. (2009). The transtheoretical model of health behavior change. American Journal Health Promotion. 12(1), 38-48. Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (2013). Applying the stages of change. Psychotherapy in Australia, 19(2), 10.

Opportunities to experiment Different strategies are most effective at different Stages of Change: Phases of Research In each phase, applying selected techniques can increase contributions linked to embodied experience, for both researcher and participants In the next presentations, we will play with some embodiment techniques

Join me in brief Body Scan exercise

Cliff: Gathering Cultivating individual & collective felt sense The body in data collection & interpretation Exercise: Verbal capture of somatic, Feldenkrais Cliff: embodiment as topic & tool, body = participatory dimension, felt sense as individual and collective, researcher’s reflection (Todres, Gendlin), body in data collection (use of mindfulness & focusing), bodily epoche and arrangement of space, bodily reflexivity in analysis & interpretation. Exercise: use file cards to capture experiences in-the-moment; breathing (Feldenkrais); Ann: Researcher attention to their own bodily states, content of bodily awareness in participants, use of video & challenges of academic tradition

Stephanie: Analyzing Guidelines for embodied analysis Exercise in critical embodiment for data analysis

Ann: Back to the World Exercise: Creating spatial openings Challenging academic conventions in presenting embodied research Capturing movement and somatic experience: https://vimeo.com/100603764

Maintenance: Continue the Conversation Take our handouts Engage us in the next days over the conference: impromptu coffee breaks, happy hour moments Connect with us via email Contribute: You are invited to participate in our newly launched blog: http://embodiedresearch.com